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Looking for Primary Sources?
The following is a list of websites where you can find primary sources to view in your classroom.
• AmericanHeritage (http://50.56.66.97/) – searchable; includes photographs, artwork, cartoons,
documents and pictures of artifacts
• ArchivingEarlyAmerica (http://www.earlyamerica.com/) – searchable; includes maps, portraits, historical
newspapers, music, videos and writings of famous Americans like Thomas Jefferson, Ben Franklin and
Thomas Paine; also includes quiz games and crossword puzzles
• AvalonProject (http://avalon.law.yale.edu/) – created by Yale University; searchable; includes documents
from ancient times through the 21st century; extensive list of collections of American, as well as
international, documents
• DocsTeach (http://docsteach.org/documents) – created by the National Archives (see); includes links to
thousands of primary source documents, images, maps, charts, graphs, audio and video from the time of
the American Revolution to the Contemporary U.S.
• LibraryofCongress (http://www.loc.gov/index.html) – searchable; includes the following collections:
American Memory, Prints and Photographs, Historic Newspapers, Sound Recordings, Maps, Manuscripts,
Performing Arts, Film and Veterans History; note that not all of the content is available online.
• NationalArchives (http://www.archives.gov/) – searchable; rich resource of primary documents; includes
Teachers’ Resources section with lesson plans, tips on using primary sources and information about
school tours and professional development
• ProjectGutenberg (http://www.gutenberg.org/wiki/Main_Page) – searchable; thousands of digital books
from the public domain; includes both fiction and nonfiction
USA STUDIES WEEKLY—Ancient America
to Reconstruction
Scope and Sequence
WEEKLY CURRICULUM MAP
August–September
Week 1: World/U.S. Geography
Students will use a map to identify physical
features of the U.S. They will discuss cartography
and learn about Alexander von Humboldt.
October–December
Week 8: Early English Colonies
Students will study early English colonies—
Roanoke, Jamestown and Plymouth.
Week 9: New England Colonies
Students will study colonies in New England—
Massachusetts Bay, Rhode Island, Connecticut and
New Hampshire.
Week 2: U.S. States and Regions
Students will learn about the natural regions
of the United States. They will discuss physical
features such as mountains, plains and plateaus.
Week 10: Middle Colonies
Students will study the Middle Colonies—New
York, New Jersey, Pennsylvania and Delaware.
Week 3: American Indian Nations
Students will discuss ancient civilizations/
historic tribes and compare cultural aspects by
region.
Week 11: Southern Colonies
Students will study the Southern Colonies—
Georgia, Virginia, Maryland and the Carolinas.
Week 4: How Did It All Begin?
Students will examine and understand the
causes and effects of European colonization in the
United States beginning in 1565.
Week 12: Slavery in the Colonies
Students will discuss Triangular Trade and
slavery in the colonies.
Week 5: Spanish and Portuguese Explorers
Students will discover the process of exploration
by focusing on motives and accomplishments of
early Spanish and Portuguese explorers.
Week 13: Mounting Tensions
Students will study events that led up to the
American Revolution.
Week 6: English and French Explorers
Students will discover the process of exploration
by focusing on motives and accomplishments of
early French and English explorers.
Week 14: Declaring Independence
Students will discuss some important events of
1775 and the writing/signing of the Declaration of
Independence in 1776.
Week 7: Dividing the New World
Students will know some benefits of interaction
among American Indians, explorers and colonists
and will discuss the Columbian Exchange.
Continued
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USA STUDIES WEEKLY—Ancient America
to Reconstruction
Scope and Sequence
WEEKLY CURRICULUM MAP
Continued from p. 1
January–February
Week 15: The Revolutionary War
Students will study events of the American
Revolution, focusing on George Washington as the
commander of the Continental Army.
March–May
Week 22: Early Westward Expansion
Students will recognize influential people of
westward expansion and be able to describe the
contributions they made.
Week 16: Growing Pains
Students will discuss some of the problems
facing the new nation—a weak central government,
Shays’ rebellion and the need for a national
currency.
Week 23: Westward Ho!
Students will study the westward trails through
secondary and primary sources, including journal
entries of children who made the journey.
Week 24: Industry vs. Agriculture
Students will examine life in the North and
South in the first half of the 19th century.
Week 17: The Constitution
Students will define a constitution, understand
the rights/responsibilities of a U.S. citizen and
explain our system of checks and balances.
Week 25: Conflicts and Compromises
Students will discuss conflicts that eventually
led to the Civil War, such as the Compromise
of 1850, the Kansas-Nebraska Act and the 1860
election of Abraham Lincoln.
Week 18: Plans for the New Government
Students will demonstrate their understanding of
the Constitution and Declaration of Independence
and will compare Federalist and Anti-Federalist
views of government.
Week 26: The Civil War
Students will discuss the secession of southern
states and the beginning of the Civil War. They will
study the Emancipation Proclamation of 1863.
Week 19: Government of the People
Students will explain the structure and function
of government.
Week 27: The War Continues
Students will continue their study of the Civil
War. They will discuss some battles of the war
and the role of women as nurses, seamstresses and
sometimes as soldiers and spies.
Week 20: Louisiana Purchase
Students will study and describe the events
leading up to, during and resulting from the
Louisiana Purchase.
Week 21: War of 1812
Students will explain the causes/ effects of the
War of 1812 and the effects of westward expansion
on American Indians.
Week 28: Reconstruction
Students will examine Lincoln’s plan to
reunite the North and South and read about his
assassination in 1865. They will learn about the
13th, 14th and 15th Amendments.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Common Core ELA Standards Addressed
All Common Core ELA Standards printed in this document are the sole property of the National
Governors Association Center for Best Practices and Council of Chief State School Officers. Copyright
Notice: © Copyright 2010. National Governors Association Center for Best Practices and Council of
Chief State School Officers. All rights reserved.
Addressed in Each Weekly Unit
Key Ideas and Details
RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
Integration of Knowledge and Ideas
RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Production and Distribution of Writing
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience
Knowledge of Language
L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use
L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of strategies.
Range of Writing
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
Addressed in Various Weeks
Key Ideas and Details
RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Craft and Structure
RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in two or more texts.
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Range of Reading and Level of Complexity
RI.5.10. By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4–5 text complexity band
independently and proficiently.
Research to Build and Present Knowledge
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
Vocabulary Acquisition and Use
L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships (e.g.,however,
although, nevertheless, similarly, moreover, in addition).
Addressing Common Core Standards—Suggested Activities
The activities below will help you integrate Social Studies with English Language Arts while
addressing various Common Core ELA Standards. The writers and editors of Studies Weekly
recommend that you do as many of these activities each week as time allows. Common Core ELA
Standards addressed are in parentheses in each activity.
Vocabulary Strategies – Use the following key strategies where appropriate as you help your students
acquire new vocabulary words. Do this before you begin to read. (RI.5.4. Determine the meaning of
general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.)
• Ask students if the word or part of the word reminds them of a word they already know. (Ex. –
someone/one; yesterday/day; history/story) Clarify words with multiple meanings. (Ex. – can/able;
can/container)
• Have students cover endings like -ing, -ed, -er, -es, etc. with their fingers or an index card, so they
can see the base word. (Ex. – going/go; talked/talk; teacher/teach)
• Read the sentence with the unfamiliar word, as well as the sentences before and after, to the students.
This will help them use the context of the passage to determine the meaning of the word.
• Assist the students in looking up the word in a children’s dictionary such as “My First Dictionary”
(DK Children).
Main Topic/Details – Have students re-read a page or passage from the student edition of Studies
Weekly (or a related literature book). Ask them to determine the main topic and talk about the details
used by the writer to support the main topic. Students may work in small groups or in pairs. (RI.5.2.
Determine two or more main ideas of a text and explain how they are supported by key details;
summarize the text.RI.5.3. Explain the relationships or interactions between two or more individuals,
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USA Studies Weekly—Ancient America to Reconstruction
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events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the
text.)
Make a KWL Chart – KWL = What You Know; What You Want to Know; What You Learned. Ask
what students already know about a concept. Record on the KWL chart under “K.” Now ask students
what they WANT to know about the concept and record under “W.” After reading Studies Weekly and
doing related activities, review what students learned and record under the “L.” (W.4.8. Recall relevant
information from experiences or gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources.)
Research/Writing – Choose a topic related to the subject of the Studies Weekly magazine to research
as a class. Guide the students as they use a variety of research materials such as children’s books and
age-appropriate websites. Working together, use a variety of digital tools such as word processing, slide
shows, art programs, etc. to produce a class report or project. As students’ writing skills develop, allow
them to work in small groups, in pairs or individually rather than doing the activity as a class. (W.5.10.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation
of different aspects of a topic. W.5.8. Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.)
Complete a W chart – As you read each week of the Studies Weekly magazine, complete a W chart
on paper or orally describing What happened, Who was there, Why it happened, When it happened and
Where it happened. Encourage students to use both the text and illustrations to find this information. You
may choose to have students complete this in pairs or independently in a journal or notebook. (W.5.8.
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.)
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Literature Links
Listed below are selected books (including some Spanish language books) that correlate with the concepts and ideas presented in each weekly issue.
Literature Link Activity: Choose one of the Literature Link books below (or one of your own favorites!) and ask students
to compare the information, illustrations and descriptions in the book with the information, illustrations and descriptions in
Studies Weekly that week. (Common Core ELA Standard RI.3.9. Compare and contrast the most important points and key
details presented in two texts on the same topic.)
Week 1
“The Sign of the Beaver” by
Elizabeth George Speare
“Charting the World: Geography
“El Signo del castor (The Sign of
and Maps From Cave
the Beaver Spanish Edition)
Painting to GPS” by Richard
by Elizabeth George Speare
Panchyk
and Guillermo Solana Alonso
“Ferdinand Magellan:
Circumnavigating the World” “The Boy and His Mud Horses
and Other Stories From the
by Katharine Bailey
Tipi” by Paul Goble
“The Discovery of the Americas:
From Prehistory Through the
Age of Columbus” by Betsy
Week 4
and Giulio Maestro
“The Discovery of the
“Exploration and Conquest: The
Americas” by Betsy and
Americas After Columbus
Giulio Maestro, 1992
1500-1620” by Betsy and
“Meet Christopher Columbus”
Giulio Maestro
by James T. DeKay and John
“Where Am I?: The Story of
Edens, 2001
Maps and Navigation” by A.
“Cortés and the Conquest of
G. Smith
the Aztec Empire in World
History” by Charles Flowers,
2001
Week 2
“Kids During the Age of
“My America: A Poetry Atlas
Exploration” by Cynthia
of the United States” by Lee
MacGregor, 1999
Bennett Hopkins
“The United States Region
by Region” (Pair-It Books:
Week 5
Proficiency: Stage 6) by
“Around the World in a Hundred
Patricia K. Kummer
Years: From Henry the
“Earth & You, A Closer View:
Navigator to Magellan” by
Nature’s Features” (Sharing
Jean Fritz
Nature With Children Book)
“Looking Inside Sunken
by J. Patrick Lewis
Treasure (X-Ray Vision)” by
Ron Schultz
Week 3
“Who Was Ferdinand
“The Defenders “ by Ann
Magellan?” by S. A. Kramer
McGovern
“Vasco da Gama: Quest for the
“Navajo Code Talkers” by
Spice Trade” by Katherine
Nathan Aaseng
Bailey
“The Rough Face Girl” by Rafe
“Henry the Navigator: Prince of
Martin
Portuguese Exploration” by
7
Lisa Ariganello
Week 6
“Sieur de La Salle: New World
Adventurer” by John Paul
Zronik
“You Wouldn’t Want to Explore
With Sir Francis Drake!:
A Pirate You’d Rather Not
Know” by David Stewart and
David Salariya
“Champlain: Peacemaker and
Explorer” by Mary Beacock
Fryer
“Radisson and des Groseilliers:
Fur Traders of the North” by
Katharine Bailey
“About Time: A First Look at
Time and Clocks” by Bruce
Koscielniak
Week 7
“The World Made New: Why the
Age of Exploration Happened
and How It Changed the
World” by Marc Aronson
“The Biography of Chocolate”
(How Did That Get Here?) by
Adrianna Morganelli
“Charting the World: Geography
and Maps from Cave
Paintings to GPS with 21
Activities” by Richard
Panchyk
“The Legend of New
Amsterdam” by Peter Spier
“Old World, New World 14801600” by Chris Jordan and
Tim Wood
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 8
“Shadows in the Glasshouse: A
Jamestown Story” by Megan
McDonald
“The Double Life of
Pocahontas” by Jean Fritz
“The Witch of Blackbird Pond”
by Elizabeth George Speare
“El Estanque del mirlo” (The
Witch of Blackbird Pond
Spanish Edition) by Elizabeth
George Speare
“The Lost Colony of Roanoke”
by Jean Fritz
“Blood on the River: Jamestown
1607” by Elisa Carbone
Week 9
“How We Lived…In the New
England Colonies” by
Deborah Kent
“Poetry for Young People:
Robert Frost” by Gary D.
Schmidt
“America’s Funny But True
History 1560’s-1740’s:
Cranky Colonials: Pilgrims,
Puritans, Even Pirates” by
Elizabeth Levy
“Salem Witch Trials: Colonial
Life” By Sean Stewart Price
“Anne Hutchinson’s Way” by
Jeannine Atkins
Week 10
“Ben and Me: The Astonishing
Life of Benjamin Franklin
and his Good Mouse Amos”
by Robert Lawson
“Quién Fue Benjamin Franklin?”
(Who Was Benjamin Franklin
Spanish Edition) by Dennis
Brindell Fradin
“If You Lived in Colonial
Times” by Ann McGovern
“How We Lived…In the Middle
Colonies” by Deborah Kent
“William Penn: Liberty and
Justice for All” by Janet and
Geoff Benge
“The Ben Franklin Book of Easy
and Incredible Experiments:
A Franklin Institute Science
Museum Book” by Franklin
Institute Science Museum
Week 11
“Night Journeys” by Avi
“Entertainment in Colonial
America” by Charlie Samuel
“How We Lived…In the
Southern Colonies” by
Deborah Kent
“Silkworms” by L. Patricia Kite
“The Colonial Caper Mystery
at Williamsburg” by Carole
Marsh
“Give Me Liberty” by L.M.
Elliott
Week 12
“Sugar” by Garry Chapman
“Many Thousand Gone: African
Americans From Slavery
to Freedom” by Virginia
Hamilton
“What Are You Figuring Now?:
A Story About Benjamin
Banneker” by Jeri Ferris
“If You Lived When There Was
Slavery in America” by Anne
Kamma and Pamela Johnson
“Fort Mose: And the Story of
the Man Who Built the First
Free Black Settlement in
Colonial
America” by Glennette Tilly
Turner
Week 13
“The French and Indian War” by
Andrew Santella
“The Matchlock Gun” by Walter
D. Edmonds
8
“Patrick Henry: Liberty or
Death” by Jason Glaser
“Why Don’t You Get a Horse,
Sam Adams?” by Jean Fritz
“The Trailblazing Life of Daniel
Boone and How Early
Americans Took to the Road”
by Cheryl Harness
Week 14
“Give Me Liberty: The Story
of the Declaration of
Independence” by Russell
Freedman
“April Morning” by Howard
Fast
“Johnny Tremain” by Esther
Forbes
“The Declaration of
Independence: The Words
That Made America” by Sam
Fink
“And Then What Happened,
Paul Revere?” by Jean Fritz
Week 15
“The Secret Soldier: The Story
of Deborah Sampson” by Ann
McGovern
“If You Lived At The Time Of
The American Revolution” by
Kay Moore
“Patriots in Petticoats” by
Shirley Raye Redmond
“George vs. George: The
American Revolution As Seen
from Both Sides” by Rosalyn
Schanzer
“Elliot Stone and the Mystery
of the Summer Vacation Sea
Monster” by L. P. Chase
Week 16
“Sterling Biographies George
Washington: An American
Life” by Laurie Calkhoven
“George Washington’s Socks”
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
by Elvira Woodruff
“The Year of the Hangman” by
Gary Blackwood
“Shays’ Rebellion” by Michael
Burgan
“Inventions of the 1700’s” by
Michael Burgan
“Quién Fue George
Washington?” by Roberta
Edwards
Week 17
“The Bill Of Rights: It Can’t Be
Wrong” by Carole Marsh
“Branches of Government
(Government in Action!)” by
John Hamilton
“La Constitución de Los EE.
UU. (The U. S. Constitution,
Spanish Edition)” by Kathy
Allen and
Martin Luís Guzman Ferrer
(Translator)
“We the Kids: The Preamble to
the Constitution of the United
States” by David Catrow
“Emma’s Journal: The Story of
a Colonial Girl” by Marissa
Moss
Week 18
“Words That Built a Nation – A
Young Person’s Collection
of Historic American
Documents” by Marilyn
Miller
“Who Was Thomas Jefferson?”
by Dennis Brindell Fradin
“The U. S. Supreme Court” by
Dan Elish
“The Story of the Peace Corps”
by Zachary Kent
“The Constitution of the United
States” by Christine TaylorButler
Week 19
“Fever 1793” by Laurie Halse
Andreson
“The Great Little Madison” by
Jean Fritz
“The Bill of Rights in
Translation – What It Really
Means” by Amie Jean Leavitt
“We The People” by Peter Spier
“Maker of Machines” by
Barbara Mitchell
Week 20
“New Found Land: Lewis and
Clark’s Voyage of Discovery”
by Allan Wolf
“The Captain’s Dog: My Journey
With the Lewis and Clark
Tribe” by Roland Smith
“Who Was Sacajawea?” by
Judith Bloom Fradin
“The Louisiana Purchase: Would
You Close the Deal?” by
Elaine Landau
“Cooking on the Lewis and
Clark Expedition” by Mary
Gunderson
Week 21
“The Trail of Tears” by Michael
Burgan
“The National Anthem” by
Patricia Ryon Quiri
“By The Dawn’s Early Light” by
Steven Kroll
“Andrew Jackson: Seventh
President 1829-1837” by
Mike Venezia
“Walk Two Moons” by Sharon
Creech
“Entre dos lunas” (Walk Two
Moons) Spanish Edition by
Sharon Creech and Ester
Arno
9
Week 22
“American’s Funny But True
History 1800-1850 Westward
Ha-Ha” by Elizabeth Levy
“Keep My White Sneakers, Kit
Carson: An Adventure With
the Blackfeet” by Frederick
Von Burg
“The Colorado River” by Carol
Rawlins
“Shipwreck at the Bottom of the
World: The Extraordinary
True Story of Shackleton and
the Endurance” by Jennifer
Armstrong
“You Wouldn’t Want to Be
an American Pioneer!: A
Wilderness You’d Rather Not
Tame” by Jacqueline Morley
Week 23
“Children of the Wild West” by
Russell Freedman
“Little House on the Prairie
(Series)” by Laura Ingalls
Wilder
“Old Yeller” by Fred Gipson
“Caddie Woodlawn” by Carol
Ryrie Brink
“The Legend of Jimmy Spoon”
by Kristiana Gregory
“Stone Fox” by John Reynolds
Gardiner
Week 24
“If You Lived When There Was
Slavery in America” by Anne
Kamma and Pamela Johnson
“Slaves on a Southern
Plantation” by Debbie Levy
“The Rise and Fall of American
Slavery: Freedom Denied,
Freedom Gained” by Tim
McNeese
“Young Heroes of the North and
South” by Lou Waryncia and
Sarah Elder Hale
“Slave Life on the Plantation:
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Prisons beneath the Sun” by
Richard Worth
Week 25
“Divided in Two: the Road to
Civil War, 1861” by James R.
Arnold and Roberta Wiener
“Easy Simulations: Civil War”
by Tim Bailey
“Causes of the Civil War:
Expanding and Preserving the
Union” by Wendy Conklin
“The Civil War for Kids: A
History with 21 Activities” by
Janis Herbert
“A Nation Torn: The Story of
How the Civil War Began” by
Delia Ray
“Two Miserable Presidents:
Everything Your Schoolbooks
Didn’t Tell You about the
Civil War” by Steve Sheinkin
and Tim Robinson
Week 26
“The Mystery at Fort Sumter” by
Carole Marsh
“The Boys’ War: Confederate
and Union Soldiers Talk
about the Civil War” by Jim
Murphy
“Soldier’s Heart: a novel of the
Civil War” by Gary Paulsen
“Behind the Blue and Gray: The
Soldier’s Life in the Civil
War” by Delia Ray
“The Election of 1860 and the
Administration of Abraham
Lincoln” by Arthur M.
Schlesinger, Fred L. Israel
and David J. Frent
Immel
“The Long Road to Gettysburg”
by Jim Murphy
“Behind Rebel Lines: The
Incredible Story of Emma
Edmonds, Civil War Spy” by
Seymour Reit
“I’ll Pass for Your Comrade:
Women Soldiers in the Civil
War” by Anita Silvey
Week 28
“A Separate Battle: Women and
the Civil War” by Ina Chang
“Reconstruction: America
After the Civil War” by Zak
Mettger
“Traveling the Freedom Road:
from Slavery and the Civil
War through Reconstruction”
by Linda Barrett Osborne
“Forty Acres and Maybe a Mule”
by Harriette Gillem Robinet
“Amos Fortune, Free Man” by
Elizabeth Yates
Week 27
“The Battle of Gettysburg” by
Michael Burgan, Steve Erwin,
Keith Williams and Charles
Barnett
“Captured! A Boy Trapped in
the Civil War” by Mary Blair
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 1
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Social Studies
Students will…
Describe technological developments that shaped European exploration.
Identify ways good citizens go beyond basic civic and political responsibilities to improve government
and society.
Interpret current and historical information using a variety of geographic tools.
Identify major United States physical features on a map of North America
Use geographic knowledge and skills when discussing current events.
Reading/Language Arts
Students will…
Demonstrate the ability to read grade level text.
Use new vocabulary that is introduced and taught directly.
Relate new vocabulary to familiar words.
Explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use
prior knowledge to make and confirm predictions and establish a purpose for reading.
Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s
perspective influences text.
Determine the main idea or essential message in grade-level text through inferring, paraphrasing,
summarizing and identifying relevant details.
Identify cause-and-effect relationships in text.
Compare and contrast elements in multiple texts.
Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates
confusion, including but not limited to rereading, checking context clues, predicting, note making,
summarizing, using graphic and semantic organizers, questioning and clarifying by checking other
sources.
Locate, explain and use information from text features (e.g., table of contents, glossary, index, transition
words/phrases, headings, subheadings, charts, graphs, illustrations).
Use information from the text to answer questions related to explicitly stated main ideas or relevant
details.
Write narratives that establish a situation and plot with rising action, conflict and resolution.
Words to Know
Suggestions: Have students copy down new vocabulary and definitions into a geography or social
studies journal.
cartography – the production of maps
equator – the parallel that is designated zero degree (0°) latitude, from which all other latitudes are
measured
geography – the study of the Earth and Earth’s surface, including such elements as climate, elevation,
soil, vegetation, population, land use, industries and land areas
hemisphere – one-half of the globe or Earth
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USA Studies Weekly—Ancient America to Reconstruction
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lines of latitude - the imaginary lines that measure distance in degrees north or south from the equator,
also known as a parallel
lines of longitude – the imaginary lines that measure distance in degrees east or west from the prime
meridian, also known as a meridian
prime meridian – the meridian that is designated zero degree (0°) longitude, from which all other
longitudes are measured
physical map – a map that shows identifiable landmarks such as mountains, rivers, lakes, oceans and
other permanent geographic features
political map – a map that shows boundaries between political units such as countries, states, provinces
and territories
Word Wall Words
• compass rose
• continents
• globe
• legend
• map
• map scale
• oceans
Summary of Last Week’s Lesson
This section was developed to provide you, as the teacher, with a summary of the content from the
previous week’s lessons. Each week, you may use the information in the bulleted list to initiate a quick
lesson review with your students. Since this is the first issue, we’ve provided you with some questions
related to the current topic that will activate student’s prior knowledge.
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What is a map?
How can we use maps?
What kinds of maps are there?
Did you ever take a trip where you or your parents used a map? What kind of map was it, and how
did it help?
Summary of Current Week’s Lesson
Cover Story: Students will be introduced to the sections of the paper as well as some basic geography
terms and a world map featuring the continents and oceans.
Maps: Students will learn about the types, uses and features of maps. They will also learn about their
location on Earth.
Character Corner: Students will be introduced to Abby Sunderland, a 16-year- old who demonstrated
the trait of perseverance while sailing solo, nonstop around the world.
Trades & Technology: Students will learn about the combined art and science of cartography, its
history and how it has evolved.
Biography: Students will be introduced to the Father of Modern Day Geography, Alexander von
Humboldt. They will learn about his accomplishments and his influence on modern day geography.
Mapping and Charting: Students will read and interpret a map of the world.
Let’s Write: Students will compose a creative writing narrative about a map they found, where it
leads and what they find.
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Teacher Supplement
Background Information
Geography is the study of the land and how you live on and use it. In geography, we study
location, physical features, human interaction with the environment, movement or lack of
movement and how one place is the same as or different from other places.
Location—Where exactly is this place? What are its latitude and longitude? If I have a GPS
device, can I find it? What is it near?
Physical Features—It could be a mountain, hill, valley, plain, plateau, highland, tableland,
headland, peninsula, island or one of many other land features.
Human Interaction with the Environment—Sometimes, people change the environment so they
can live on and use it. They may remove a hill to let a road go through, dam a river to provide
electrical power, clear the land to grow crops or cut the timber to create a house. Other times, the
environment demands that we wear heavy clothing to ward off the cold, dig deep shelters in case
of storms or build houses out of certain materials because that is all that is present.
Movement or Lack of Movement—This is the use of rivers because roads aren’t available or
the use of roads to move commerce (goods) from one place to another. It is also the inability to
travel to one place or another because mountains, swamps, rivers or deserts block the way.
Teacher-Guided Questions
Teacher questioning is an integral part of the learning process for students. It can be used to help
students make connections between information they already know and new information. Teacher
questioning also provides teachers with the ability to monitor and assess student knowledge in real time.
It allows teachers to target areas for clarification, remediation and explanation.
Questioning that only elicits a “yes” or “no” or simple fact is less effective than questions that require
students to elaborate. Questioning that only requires students to describe, identify or list helps to build
a base of knowledge, but it must be used in tandem with questioning that also provides students the
opportunity to analyze, compare and contrast, evaluate and make judgments. Students should be guided
to apply this knowledge in real world applications in order to achieve the highest levels of learning.
The Teacher Questions Section can be used in many ways. Questions can be used as a way to monitor
student comprehension through a guided reading session, or the questions can be used after the students
have read the text independently. Both methods provide you with the ability to monitor your students’
comprehension of the material. If needed, some good remediation techniques are modeling through a
teacher think aloud and rereading for clarification.
Engage your students by providing the opportunity to bring forth their prior knowledge and integrate
that with newly acquired concepts.
Picture the Earth
Lesson suggestions: Highlight the similarities and differences between maps and globes and provide
students the opportunity to examine a globe and world physical map. Have students locate each of the
seven continents and five world oceans on the globe and map. Discuss similarities and differences. Call
attention to the newly added world ocean—the Southern Ocean. Allow students time to consider why
scientists decided to name a new ocean.
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Teacher Supplement
• Why do you think the author wrote this story? (to inform & entertain)
• Why would someone use a map instead of a globe? (It is easier to measure distances on a map
because it is a flat surface. It also allows the user to see the entire area of the Earth at one time. Maps
are easier to carry around.)
• Using the world map on Page 4, what is the world’s largest continent? (Asia)
• What is the world’s southernmost ocean? Northernmost? (Southern Ocean; Arctic Ocean)
Geography and Maps
• What is the author’s purpose in writing this article? (mostly to inform & also to entertain; Most
of the article gives informational details, however, the author also includes an amusing story about
Alana and Jackson.)
• What is the main idea of this article? (There are varieties of maps that are useful in different ways
to people.)
• What details support the main idea of the article? (Accept all reasonable responses.)
• Why does the author include the political and physical maps on the inside pages? (The author
includes the maps to illustrate the topics discussed in the article, and to show the map features
mentioned in the text.)
• Many different types of scientists use maps in their field of study. For example, marine
biologists need maps to trace the migratory patterns of marine animals. Can you think of how
other types of scientists use maps in their field of study? (Accept all reasonable responses.)
• What do the cover story and this map article have in common? (Both articles were written to
inform and entertain. Both articles’ topics relate to studying the Earth through maps.)
• What ocean borders the United States to the east? Which borders it to the west? (The Atlantic
Ocean; The Pacific Ocean)
• What bodies of water are in the northern part of the United States? (The Great Lakes)
• What country borders the United States to the north? Which borders it to the south? (Canada;
Mexico)
• What long river runs north to south through the United States and empties into the Gulf of
Mexico? (Mississippi River)
• Do you think that the author would agree that maps are important? Why? (Yes, because author
explains all about maps and their uses.)
Abby Sunderland
Lesson suggestions: Discuss the definition of perseverance before reading the story. Ask students for
some real-life examples of perseverance that they have shown.
• Why do you think the author wrote this story? (to inform, entertain and inspire)
• What is the main idea of this article? (Abby Sunderland showed amazing courage and a
determination to never give up in the face of many obstacles.)
• Abby Sunderland and Alexander von Humboldt were both explorers. According to the article,
“... [Humboldt] mapped thousands of miles of previously uncharted territory.” Compared
to Sunderland, who had the ability to chart and route her travels so that everyone could
document her journey, how would von Humboldt validate his travels with no computer,
phones, or way of communicating while on his journey? Explain your answer with evidence
from the article or with information from another source. Identify the source and provide
evidence from that source in your answer. (Students should quote accurately from a text when
explaining what the text says explicitly and when drawing inferences from the text.) CC ELA RI.4.1
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Cartography
• What is cartography? (Cartography is mapmaking.)
• What is the main idea of this article? (The main idea is that cartography is mapmaking and that it
has evolved over time to help mankind travel.)
• Why do you think early maps were distorted and inaccurate? (Answers may include that
mapmakers did not have the advanced technology we have today and that they relied on information
from explorers who had often seen only part of the land; accept all reasonable answers)
• How did a cartographer help Abby Sunderland in her attempt to be the youngest person to
sail solo around the world nonstop? (A cartographer made the maps that Abby used to help her
navigate the oceans.)
• How has cartography helped you? (Accept all reasonable responses that explain how maps have
helped each student.)
Alexander von Humboldt
Lesson suggestions: As an enrichment activity, allow students to research Alexander von Humboldt
and Charles Darwin and present their findings to the class.
• In what year was Alexander von Humboldt born? In what year did he die? (1769; 1859)
• How old was Alexander von Humboldt when he died? (90 years old)
• What did Alexander von Humboldt study in his lifetime? (Earth’s magnetism, climate zones and
human interaction with the environment)
• What theory now uses some of von Humboldt’s early ideas about Earth’s continents? (The
Theory of Plate Tectonics)
• Why is it such an honor to have Charles Darwin describe von Humboldt as “the greatest
scientific traveler who ever lived”? (Answers may vary, but should include it is an honor because
Darwin is a world famous naturalist and scientist who developed the Theory of Evolution that is still
debated to this day.)
• How has Alexander von Humboldt’s discoveries affected our lives today? (Accept all reasonable
responses.)
Let’s Write: Narrative Writing
Imagine you found a time machine and you are able to go back in time or to the future. What would
you change to make explorers’ lives easier and more efficient than they were or than they could be in the
future?
Use another sheet of paper for this activity, and write your response as if you are writing a journal of
your travels in the time machine. CC ELA W.4.3e
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Best Practices
Preview questions – Before reading, set the purpose by having students pre read the questions.
Make predictions – To help activate prior knowledge and engage students, ask students to preview
text before reading and give predictions about what they think each section will be about.
Read Aloud – Read aloud more difficult texts, ensuring that students are following along with the
reader.
Use text format and features – Point out bolded and italicized words, headings, and subheadings to
draw students’ attention to new vocabulary and text organization.
Use illustrations and captions – Have students look at graphics, illustrations and captions to help
with comprehension.
Review reading strategies – Remind students that if they get confused, they should use their
reading strategies, like rereading to clarify, using context clues and summarizing.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 1
Name __________________________________________
Date __________________________
Design a Neighborhood Map
Building Background
There are many different types of maps, and each one has its own purpose. Some maps show the
physical features, or landforms, of a place like oceans, mountains, rivers and lakes. We call these
maps physical maps. Other maps show the boundaries between countries, states or territories. We call
these maps political maps. There are also specialty maps. Some show elevation, population, climate,
environments or natural hazards.
No matter what kind of map you use, all have certain basic features, such as a title and theme. Most
maps have a compass rose that shows directions, a map scale to show distances and a legend (or map
key) that explains what the symbols on the map mean.
Activity
Use the space below to design a map of your neighborhood. Be sure to include the directions for the
compass rose, and complete a legend that shows what each symbol on your map represents.
Legend
On the back of this paper, give reasons why it is important to be able to create a map of your neighborhood.
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Teacher Supplement
Design a Neighborhood Map
Common Core Connection
RI.5.8
1. Go to the following link: http://www.icsm.gov.au/mapping/maps_general.html.
Looking at the information provided and the maps at the link above, which map is closely related to your
map? Use information from the the page titled “General Reference Maps” to support your answer.
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2. Using the same website above, explore the “Types of Maps” section to the left to determine which
map would be the best to use for determining direction, distances, and locations.
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Teacher Supplement
Common Core Connection
RI.4.6
Read the following article about Amelia Earhart. When you have finished reading, complete the
activity below.
Amelia Earhart
Amelia Earhart was born in Atchison, Kansas. Earhart
grew up to be the first woman to fly across the Atlantic Ocean,
the first woman to fly solo across the Atlantic Ocean, the first
woman to fly solo between Hawaii and California, and the first
woman to fly solo across the Continental United States. Earhart
disappeared near Howland Island in the South Pacific in July of
1937 as she attempted an around-the-world flight. The mystery
of what really happened to her has never been solved. (A solo
flight is a flight made alone.)
Activity
Now that you have read about Amerlia Earhart and her accomplishments, compare and contrast her
with Abby Sunderland. In the article “Perseverance: Abby Sunderland,” a quote reads:
“Despite knowing that problems had cost her a world record, she continued on her journey.”
Compare and contrast Abby Sunderland and Amelia Earhart. Be sure to cite sources from the
articles and provide evidence for your answer.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date ___________________
1st Quarter, Week 1
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. What is geography?
A the study of living things
B the study of Earth’s processes and changes
C the study of Earth’s features
D the study of plants
2. What is a large land mass called?
F state
G continent
H equator
I ocean
3. Choose the answer that correctly lists the seven continents.
A Asia, Africa, North America, South America, Europe, Atlantic, Antarctica
B Asia, Arctic, North America, South America, Europe, Australia, Antarctica
C Asia, Africa, North America, South America, Europe, Australia, Antarctica
D Asia, Africa, North America, South America, Europe, America, Antarctica
4. Which ocean is missing from this list: Atlantic, Pacific, Indian, Arctic?
F Northern
G Southern
H Australian
I Western
5. Physical and political maps both have titles and show major cities. What is the main difference
between them?
A A political map shows the boundaries between political units while a physical map shows the
features of an area.
B A political map shows the number of electoral votes while a physical map shows physical features.
C A physical map shows countries, states or territories while a political map does not.
D A political map is used by politicians while a physical map is used by physicians.
6. You are on a camping trip with your family and you’re trying to find the nearest campsite. You notice
many different symbols on the map and you want to find out which one represents campsite locations.
Which part of the map would you use?
F legend
G compass rose
H map scale
I lines of latitude and longitude
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
7. If you were traveling with your parents and they asked you to figure out the direction in which you
were traveling, which part of the map would you use?
A legend
B map scale
C lines of latitude and longitude
D compass rose
8. You’re traveling on the highway with your family on the way to Washington, D.C. Your parents ask
you to figure out how many more miles there are until you arrive. Which part of the map would you
use?
F map scale
G compass rose
H lines of latitude and longitude
I legend
9. The grid-like part of the map used to pinpoint locations is made up of ________.
A the legend
B lines of latitude and longitude
C the compass rose
D the map scale
10. What is the third largest continent?
F Asia
G Africa
H North America
I South America
11. How are the equator and the prime meridian alike? How are they different?
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12. Explain why maps are important to people and what is significant about each map feature.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 2
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
SOCIAL STUDIES
Knows that trade led to exploration in other regions of the world. Uses maps, globes, charts and other
geographic tools including map keys and symbols to gather and interpret data and to draw conclusions.
Knows how regions are constructed according to physical criteria and human criteria. Understands how
the physical environment supports and constrains human activities. Understands how human activity
affects the physical environment. Basic concept of credit. Understands the concept of earning income
and budget. Understands economic specialization and how specialization generally affects cost, amount
of goods and services produced and interdependence.
Character Trait—Diversity
LANGUAGE ARTS
Vocabulary development
Writing Prompt—Organization
Words to Know
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major—great in importance
properties—characteristics
unique—one of a kind
considered—thought to be
hardship—difficulty
extends—stretches
description—what something looks like
fertile—able to grow things well
features—distinct parts
Word Wall Words
• climate
• continental divide
• economy
• caravel • Lower 48 • diversity
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• regions USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Summary of Last Week’s Lesson
Last week, students were introduced to our two main characters and learned about basic geography
and physical and political maps. They also learned about the following:
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16-year-old solo circumnavigator, Abby Sunderland’s example of perseverance
cartography and how we use maps
the life and contribution of Alexander von Humboldt
the importance of being able to read and use a map
Summary of Current Issue
Students learn how Jackson and Alana are able to travel in time to visit people and places in history.
They also learn about the following:
• The USA is divided into seven natural regions.
• The caravel was the first ocean-going European ship.
• Diversity makes our country a unique and special place to live.
Background Information
Geography is the study of the land and how you live on and use it. In geography, we study
location, physical features, human interaction with the environment, movement or lack of
movement and how one place is the same as or different from other places.
Location—Where exactly is this place? What are its latitude and longitude? If I have a GPS
device, can I find it? What is it near?
Physical Features—It could be a mountain, hill, valley, plain, plateau, highland, tableland,
headland, peninsula, island or one of many other land features.
Human Interaction With the Environment—Sometimes, people change the environment so
they can live on and use it. They may remove a hill to let a road go through, dam a river to
provide electrical power, clear the land to grow crops or cut the timber to create a house. Other
times, the environment demands that we wear heavy clothing to ward off the cold, dig deep
shelters in case of storms or build houses out of certain materials because that is all that is
present.
Movement or Lack of Movement—This is the use of rivers because roads aren’t available or
the use of roads to move commerce (goods) from one place to another. It is also the inability to
travel to one place or another because mountains, swamps, rivers or deserts block the way.
The USA Natural Regions
The study of the natural regions of the United States usually is done from east to west. This is based
on the exploration patterns that were developed by the early explorers, settlers and pioneers.
So let us begin with the Atlantic Coastal Plain. First, a plain is a large area of flat or gently sloping
land. It is called a coastal plain because it lies next to a large body of water, in this case, the Atlantic
Ocean. This plain is divided north to south into the plain and the piedmont. “Piedmont” means “the foot
of the mountains.” The piedmont is a hilly area between the plains and the mountains. The area between
the piedmont and the plain is called the fall line. It is here that water rushing down the piedmont is going
the fastest. It is also here that the first water-powered businesses were established. If you look at a map
of the region, you can trace the cities that began on the fall line—Richmond, Virginia, to Columbia,
South Carolina.
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Teacher Supplement
Next, we study the Appalachian Mountains which, because they stretch north and south so far, are
called a mountain range. Individual ranges within this set include the Great Smokies in the south, the
Blue Ridge, the Catskills, the Alleghenies, the Green Mountains and the White Mountains in the north.
These mountains are considered old mountains because of their rounded tops and low elevation.
On we go to the Interior Plains. These plains stretch between the Appalachian Mountains and the
Rocky Mountains. They are divided into two giant plains. East of the Mississippi are the wet Central
Plains, and to the west of the Mississippi are the dry Great Plains. These plains are drained by the
Mississippi River system. Rivers that flow into this river are called tributaries. Two of the largest
tributaries that have played a significant part in history are the Ohio River and the Missouri River. The
Ohio River was the easiest way for early settlers to get to Indiana, Illinois and Ohio. The Missouri was
the river used by Lewis and Clark in their epic journey to explore the West.
The Ozark Highlands, also known as the Ozark Plateau, lie in the midst of the Interior Plain where
the Mississippi and the Missouri Rivers meet. A plateau is an area of flat land that is higher than the
surrounding land.
Next up on our list are the Rocky Mountains. These mountains have peaks that rise to 14,000 feet.
They are covered with pine and fir trees. Often, snow does not melt on the highest peaks during the year.
These mountains were a formidable barrier to the settlers.
To the west of the mountains lies the Western Plateau. This area looks like a crumpled, brown paper
bag. It is extremely dry. The early settlers pushed very hard to get past this area before they ran out of
water.
Finally, we come to the Pacific Coast Region. The Sierra Nevada Mountains jump out at you with
their deep blue lakes and their dark green tops. Behind them are two luscious valleys—the Central
Valley of California and the Willamette Valley of Oregon. Next to the coast before you jump into the
cold Pacific Ocean are the low coast ranges.
You would suppose that we are at the end of our study. Nope.
Hawaii is another 2,400 miles west of California. It is a series of green-topped mountains that lie
mostly underwater.
Our final stop is north to Alaska. Here, we find two mountain ranges running east and west: the
Brooks Range to the north and the Alaskan Range to the south. Between these mountains lies the Yukon
River Valley.
Teacher-Guided Questions
Cover Story: Click ... Travel ... and Learn!
Lesson suggestions: Before reading the text, ask students if they have ever imagined traveling
to faraway places and where they might like to travel. Give students the opportunity to discuss their
thoughts and ideas.
• Why would the author write this informative article as a narrative instead of as an
expository text? (The author wanted to inform the reader in an entertaining manner.)
• Using context clues in the sentence, “Alana scoured the stands in a small market looking
for exotic treasures,” explain what the word “scoured” means. (Scoured means searched;
rummaged; looked through)
• Which clue words from Alana’s story might prepare the reader for something unexpected
to occur? (Some of the words used to prepare the reader for surprising and unexpected events
are, “far-off,” “exotic” and “strange.”)
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA’s Seven Natural Regions
• Where is the Pacific Coastal Region? Along the Pacific Coast from Alaska to Mexico
• What are some of the special features in this region? (1) Two active volcanoes, (2) mountains
right next to the ocean, (3) giant redwoods, (4) San Andreas Fault and (5) earthquakes
• What is another name for the Western Plateau? The Great Basin
• Where is the Western Plateau? It is the land west of the Rockies from Washington to Mexico.
• What famous landmark is located here? The Grand Canyon
• Why are some of the areas called wastelands? It is too dry for anything to grow.
• What are orchards? Answers will vary. A farm consisting of fruit trees
• What makes the Colorado Plateau special? It has some of the world’s most beautiful and
unusual landforms.
• Where are the Rocky Mountains located? From Canada through central New Mexico
• How high are these mountains? About 14,000 feet
• What is the Continental Divide? An imaginary line that passes through mountains
• What is its purpose? It marks whether the water in the rivers will run east or west.
• Where are the Interior Plains? In the middle of the United States
• For what is the land used? Farming and cattle raising
• What river flows from the north to the south through this region? The Mississippi River
• Where is the Atlantic Coastal Plain? It extends from New England along the Atlantic Coastline
and the Appalachian foothills, down through Florida to the Gulf of Mexico.
• What are foothills? The hills before you enter the mountains
• Does this region include the land next to the Gulf of Mexico? Yes
• What is one of the main occupations in this area? Farming
• What did they grow on their farms? Tobacco, peanuts and cotton
• How far do the Appalachian Mountains run north and south? From Maine to Alabama
• How does transportation get through these mountains? Through river valleys
• If the Rocky Mountains are more rugged than the Appalachians, what does that imply
about the Appalachians? Answer will vary. The Appalachians are easier to cross than the Rocky
Mountains, and the Appalachians are older.
• Would it be easy to cross the Appalachians if you were settler? No. Why not? Because it was a
natural barrier without valleys through it
• Where can you find minerals and coal? In the Appalachian Mountains
• Where are the Ozark Highlands located? In Missouri, Kansas, Oklahoma and Arkansas
• What is another name for “highland”? Plateau
• What is a plateau? Answers will vary. A high flat area
• For what do you think cedar, oak, hickory and pine trees are used? Answers will vary. For
example, cedar—chests, boxes and lumber; oak and hickory—furniture and fine lumber.
Caravel
• What is a caravel? First ocean-going European ship
• What made it unique? It had triangular sails, could travel in shallow water, sailed more directly
into the wind and was very fast.
Two More Stars on the Flag
Lesson suggestions: Divide the class into 9 groups and assign each group one of the seven regions,
Alaska or Hawaii. Have students research more information about the assigned topic and create a poster,
play or other creative way to share what they learned.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
How many stars were on the flag before Alaska and Hawaii became states? 48
In what year did Alaska become a state? 1959
In what year did Hawaii become a state? 1959
Which state, Alaska or Hawaii, shares a border with Canada? Alaska
Look at the picture of the dog sled and the boy surfing. Have you ever done either of those
activities? Would you like to? Why or why not? Answers will vary. In what state would you
perform each activity, Alaska or Hawaii? Give supporting evidence to justify your conclusion.
Students should provide evidence to support their answers of why they would surf in Hawaii and dog
sled in Alaska. CC ELA RI.4.8
This Week’s Writing Instructional Focus: Organization
Students will focus on the order of the presentation of their thoughts. The reader should be able to
follow along, because the thoughts are tied together. The beginning of the paper is interesting, and the
end of the story feels complete and leaves the reader thinking.
Let’s Write - Writing Prompt
Before they begin to write, discuss the following:
• Have we practiced the emergency plan at school?
• Does everyone know what to do?
• What do you do during a severe storm?
• For what are the teachers responsible?
• What do the medical responders, police and fire departments do during a severe storm?
Best Practices
Secret Circles—Uses resources and references to build word meanings; demonstrates knowledge
of levels of specificity among grade-level-appropriate words and explains the importance of these
relationships, e.g., black bear, mammal, animal, living thing and fauna.
This strategy is used for heterogeneous TEAMS of students. Students list all the words related to a
specific person, place, thing, concept, idea, etc. The teacher uses a chart to monitor. Each TEAM gives
one word at a time. A TEAM has the right to challenge another TEAM if they hear a repeated word
or word that doesn’t relate to the concept. For every correct answer, a TEAM gets one point. If they
challenge and are right, they get one point and the TEAM that made the error loses one point. If a TEAM
challenges and they are wrong, they lose a point. Points are totaled when all TEAMS are out of words.
The TEAM with the most points wins!
This Week’s Answer
Differentiated Instruction: Advanced students may work independently to research the major rivers,
while other students may work with a partner or in small groups. Ask students to list at least three
reasons for their choice. You may give developing readers a choice of two rivers—e.g., the Mississippi
and the Rio Grande—to make the research more accessible. Ask students to list three reasons for their
choice.
Discuss Diversity
At one time, the makeup of the classroom contained only children that looked the same. Today, there
are children from many backgrounds and ethnic groups in the classroom. How do we celebrate that
diversity? Could we do it by getting to know something about each other’s culture, foods and music?
Could we have a food fair where each of you would bring in a recipe that we could make in class and
then sample?
Can you think of people in history who celebrated their own differences from others and still felt that
they were part of America?
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 2
Name: _________________________________________________ Date: ________________________
Latitude and Longitude
Label the seven continents and five oceans on the map on the next page. Label the equator and the
prime meridian. Use the map to answer the questions below.
1. Find the continent or ocean where the equator and the prime meridian cross and write your answer
below. What is the latitude and longitude of that point?
______________________________________________________________________________
2. If you traveled to 30 degrees north latitude, 90 degrees east longitude, where would you be? Write the
continent or ocean on the line.
__________________________________________
3. If you traveled to 30 degrees south latitude, 90 degrees west longitude, where would you be? Write the
continent or ocean on the line.
__________________________________________
4. If you traveled to 60 degrees north latitude, 120 degrees west longitude, where would you be? Write
the continent or ocean on the line.
__________________________________________
5. Find the continent or ocean where the equator and the international date line cross and write your
answer below. What is the latitude and longitude of that point?
______________________________________________________________________________
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Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 2
Name __________________________________________
27
Date __________________________
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction
Date ___________________
1st Quarter, Week 2
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. A type of sailing ship used by early explorers was a ___________.
A canoe
B caravel
C schooner
D dugout
2. Another word for overseas is ________________.
F abroad
G region
H villager
I scour
3. Part of a country or area of land is a ___________.
A landform
B climate
C hilltop
D region
4. The Ozark Highlands ___________.
F are not very high
G contain many forests
H both F and G
I neither F nor G
5. Why did the author give one story the title, “Two More Stars on the Flag”?
A because the flag shows some of the stars over Alaska and Hawaii
B because the Hawaiian islands are like stars
C because Alaska and Hawaii are our 49th and 50th states
D because Alaska shares a border with Minnesota, the North Star State
6. The United States is made up of _________ geographic regions.
F four
G eight
H six
I seven
7. In the Lower 48, this region stretches along the coast from Washington to Mexico.
A Pacific Coastal Plains
B Rocky Mountains
C Atlantic Coastal Plains
D Ozark Highlands
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8. Farmers in the southern part of this region grow crops like tobacco, peanuts and cotton.
F Atlantic Coastal Plain
G Rocky Mountains
H Pacific Coastal Plain
I Western Plateau Region
9. The Colorado Plateau is part of this region.
A Pacific Coast
B Atlantic Coast
C Western Plateau
D Interior Plains
10. Another name for the Western Plateau is the ___________.
F Ozark Highland
G Great Basin
H Colorado Plateau
I Western Plains
Extended Responses
11. What is diversity? Explain how the United States is a land of diversity.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What are three of the special features of the Pacific Coastal Plains?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Teacher Supplement
Week 3
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Social Studies
Compare cultural aspects of ancient American civilizations (Aztec/Maya; Mound Builders/Anasazi/
Inuit).
Identify American Indian tribes from different geographic regions of North America (cliff dwellers and
Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of
the Great Plains, woodland tribes east of the Mississippi River).
Compare cultural aspects of American Indian tribes from different geographic regions of North America
including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and
interactions with the environment.
Identify ways good citizens go beyond basic civic and political responsibilities to improve government
and society.
Trace the development of technology and the impact of major inventions on business productivity during
the early development of the United States.
Use geographic knowledge and skills when discussing current events.
Reading/Language Arts
Write a variety of informational/expository forms.
Demonstrate the ability to read grade level text.
Use new vocabulary that is introduced and taught directly.
Listen to, read and discuss familiar and conceptually challenging text.
Use context clues to determine meanings of unfamiliar words.
Relate new vocabulary to familiar words.
Determine meanings of unfamiliar words by using a dictionary, thesaurus and digital tools.
Identify cause and effect relationships in text.
Compare and contrast elements in multiple texts.
Locate, explain and use information from text features (e.g., table of contents, glossary, headings, charts,
graphs, diagrams, illustrations).
Use information from the text to answer questions related to explicitly stated main ideas or relevant
details.
Words to Know
Lesson suggestions: Define terms and demonstrate meaning using context clues, dictionaries and
other reference materials.
Mesa Verde: an area of cliff dwellings populated by the Anasazi at one time
Anasazi: ancient American Indians from the Southwest region
civilization: a population that shares a common culture, values and beliefs
agriculture: farming
drought: a very long period without rain
conflict: a war, battle or lasting disagreement
extended family: mother, father, siblings, grandparents, uncles, aunts and cousins
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chickee: a hut with open sides and thatched roof
midden: an American Indian mound often consisting of shells remains
pueblo: a village or a group of adobe buildings in the Southwest or the people who live in the villages
adobe: brick made of straw and clay, dried by the sun
recruited: signed up for a military branch or force (from “Navajo Windtalkers” article in Teacher
Supplement)
Word Wall Words
• dwelling
• abducted
• evidence
• culture
• amphibious (from “Navajo Windtalkers” article in Teacher Supplement)
Summary of Last Week’s Lesson
Last week, students learned how Jackson and Alana are able to travel in time to visit people and
places in history. They also learned about the following:
• The USA is divided into seven natural regions.
• The caravel was the first ocean-going European ship.
• Diversity makes our country a unique and special place to live.
Summary of Current Week’s Lesson
• Cover Story: Introduce geographic location of Mesa Verde and discuss map of cultural regions
of American Indians. Students will learn about one group in detail, the Anasazi, and about their
mysterious disappearance from the region.
• American Indians: Students will become familiar with American Indian regions by using a U.S.
map and will learn some geographic and cultural characteristics of each area. After learning basic
features of each region, students will relate them to cultures of residing groups.
• Character Corner/Trades & Technology (article in Teacher Supplement): Students will learn about
American Indians who were recruited during WWII to speak in codes based on Navajo language.
Discuss recruitment and why they may have been awarded the Congressional Gold Medals, but not
until the year 2000.
• Biography (article in Teacher Supplement): Students will meet Jimmy “Sawgrass” Boettner, a
Daytona Beach native and Muscogee Creek Indian who does cultural/educational presentations
about American Indian life across the southeastern United States.
• Activity: Sketch to Stretch note taking is a method to add to students’ repertoire. It adds artistic/
kinesthetic intelligence to simple reading/writing note taking to stretch processing in the brain and
improve reading comprehension.
Background Information
The American Indians believed they were to share the land with the plants and animals. They were
to respect the land as conservationists and environmentalists. The land, the trees, the rivers and the sky
were all parts of them, just like blood, bone, skin, hair, etc.
The American Indians didn’t have a concept equivalent to ownership of land. When they “sold” land
to a European, the first American Indians thought that it meant to use—to share—not to take and keep as
their own. Later, they discovered that it meant American Indians must stay away.
For the European explorer, and later the colonist and settler, land was meant to be conquered, tamed,
civilized and owned. It was a possession only dreamed about by many a person in Europe. Land was
owned by the royal or the rich. You could rent it, lease it or be a slave to it, but you could not have it!
American land was fertile and more plentiful. With ownership came personal freedoms and choices not
often experienced in Europe, and with it came respectability and self-sustenance.
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The American Indians did not see this mass of humanity coming. At first, they tried to share, but
before long, they figured out that this was not possible with so many settlers arriving. Many tried to
live in harmony with these newcomers, taking on European dress, learning the new languages, helping
against other tribes, but to no avail. Each time that they gave an inch, a foot was taken. The Europeans
shared their diseases, and many American Indians died.
Each time American Indians rebelled, more and more soldiers came to drive them off their
homelands. Even when they made treaties (offering protection of the settlers, access to gold, etc.) and
kept their part of the bargain, for some reason they would be driven farther from home until almost all of
them were placed on and restricted to reservations.
The rise of the United States of America as a nation nearly destroyed the American Indian cultures
that were present when European settlers arrived.
The pictures and short descriptions on Pages 2 and 3 are representative examples of the tribes that
lived in those areas. It would be impossible to include all American Indian groups that ever lived
in North America, of course. If time allows, allow students to do further research to gain a deeper
understanding of the rich and varied cultures that existed on our continent when European explorers and
settlers arrived.
For more information, peruse the website of the Natural Museum of the American Indian. (http://
nmai.si.edu/explore/foreducatorsstudents/)
Teacher-Guided Questions
The Case of the Disappearing Anasazi
Lesson Suggestions: Closely examine the photo of Mesa Verde. Compare aspects of ancient cliff
dwellings to current homes. Compare them to Timucua huts, teepees, longhouses, igloos and step
pyramids. Discuss why cliffs formed protective shelter and how American Indians are known for using
environmental resources. Call attention to proximity of homes and building materials. Brainstorm a list
of reasons a civilization would suddenly disappear from an area. After reading passage, compare list to
theories put forth in article. Visit websites for more photos and background; www.NationalParks.org;
www.VisitMesaVerde.com.
• What is the author’s purpose in writing this article? (to inform, give details)
• What is the main idea? (The Anasazi, cliff dwellers of the Southwest, mysteriously disappeared.)
• How does the photo help you understand how the Anasazi lived? (Answers will vary.)
• Name 1 (or 2 or 3) disappearance theories as stated in the passage. (drought, conflict, alien
abduction)
• What other theories do you have about their disappearance? (Answers will vary.)
• Where is Mesa Verde? (Colorado; It is now a National Park.)
American Indians
Lesson Suggestions: Study the map and think about geographic features that may form borders
between the regions. Discuss which tribes are labeled in which regions and note especially the Florida
natives. Look carefully at the names of the regions; discuss why they are so named. Remind students
that buffaloes are technically American bison; Europeans called them buffaloes because of appearance
similar to water buffaloes and the name stuck.
• The American Indians of how many U.S. regions are discussed? (six)
• What other American Indians are discussed? (Maya, Aztec)
• In what regions/countries did the Maya and Aztec live? (Maya – Mexico, Guatemala, Belize,
Honduras; Aztec – Mexico)
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•
•
•
•
Were there American Indians in other parts of North America? Which regions? How do you know?
(yes; Canada, other parts of Central America, Caribbean, South America; because not every group that existed
is mentioned in this article)
Name some characteristics that make each American Indian region geographically unique. (Eastern
Woodlands has forests and rivers; Southeast has warm summers and mild winters; Great Plains are flat, not
as many trees, hot summers and cold winters; Southwest is dry with few trees; Great Basin is low, between
mountains, has caves and canyons; Northwest is cool/cold, wet with forests and mountains.)
Compare types of houses of each group, name them and tell what they are made of. (Woodlands have
longhouses because of lots of wood; Southeast has chickees because of heat and availability of palm thatch;
Great Plains has teepees because of large buffalo skins and fewer trees; Southwest has adobe pueblos because
of few trees and desert clay; Great Basin has caves and huts because of moving around more and many
canyon lands; Northwest has wood houses with roofs due to many trees and lots of rain.)
How important is the environment to each region’s type of house and way of life? (American Indians
interacted daily with the environment and used everything with little waste. Homes were built from materials
found in the environment.)
What’s in a Name?
Lesson Suggestions: Discuss the controversy of using American Indian names. Determine effects of changing
names, such as Florida State Seminoles.
• What would happen if teams and car companies changed names of mascots and products? (Answers
will vary.)
• Who do you think is responsible for the movement to change American Indian names? (Answers will
vary; may include tribal groups, government agencies, civil rights associations, etc.)
• Do you think these names should be changed? Explain. (various evaluative statements)
Jimmy Sawgrass Boettner (article in Teacher Supplement)
Lesson Suggestions: Discuss why a “modern” American Indian would want to preserve and share his or her
heritage with others. Talk about how this practice is valuable to society. Your students may be interested to learn
that country singer Carrie Underwood also belongs to the Muscogee (Creek) Nation. If you would like to invite
Jimmy Sawgrass to come to your school, log on to http://www.gonativenow.com/ for available dates, contact
information and more information about his presentations.
• Why would someone living today dress as an American Indian from long ago and show people how to
cook, hunt, build fires and make everyday utensils the way American Indians did hundreds of years
ago? (to teach us about his heritage; so people won’t forget; to make history come alive; to make history more
interesting for kids)
• Would you like to see a presentation by Jimmy Sawgrass? What do you think you would learn? (learn
more about the culture of the Muscogee Creek and American Indians in general)
Sketch to Stretch—Note Taking Activity
Lesson Suggestions: Review types of note taking you have done before in class. Draw some basic objects
(e.g., a plain flag) on the board and ask students what they represent. Then, add a few details (e.g., stars and
stripes of the American flag) to show more important information about the object. Discuss how the extra details
in the drawing show pertinent information. (The flag represents only America.) Have students make the Sketch to
Stretch chart in their social studies notebooks. Remind students that your brain “stretches” its processing ability
when it receives input in multiple learning styles (artistic/kinetic added to reading/writing), thereby increasing
reading comprehension. Apply this note taking skill in other subjects later.
• How does sketching an idea from a reading passage improve your comprehension? (Answers will vary;
look for responses that mention different learning styles or multiple intelligences.)
• How could we use Sketch to Stretch note taking in science (or any other subject)? (Make a chart of
vocabulary words in a science chapter, draw events from an experiment or draw procedures in the scientific
method.)
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Navajo Windtalkers (article in Teacher Supplement)
Lesson Suggestions: Explain that code talkers were recruited (usually forcibly) by the government and
evaluate the practice. Inform students that Navajo can be written down phonetically but has no formal written
form; there is no verb for “to be” and no references to the future (later, tomorrow, etc.). Talk about how the coded
forms of words for tank (tortoise) and amphibious vehicle (frog) make sense once you know what they mean.
Tell students a play and movie, “Windtalkers” (2002, starring Nicholas Cage), have been made about the code
talkers (NOTE: movie is not appropriate for elementary school viewing). Theorize why President George W. Bush
awarded the Congressional Gold Medal to the Windtalkers. Discuss why this did not happen until 2000, 55 years
after the end of WW II and when only 5 of the 29 Windtalkers were still alive. Research the Medal and why it is
awarded. Play an audio sentence of Navajo words and see if students can guess what is being said (go to http://
cali.arizona.edu/maxnet/nav/). Have students create a secret coded language for selected items in the school that
only your class will know.
• How is the Navajo language different from English? (not written; no verb “to be”; no words refer to the
future)
• Why were the code words impossible for the Japanese to understand? ([see #1]; lack of familiarity; few
outside the tribe speak Navajo)
• Why did it take so long for the Windtalkers to receive their award? (lack of public awareness; activism of
American Indian groups)
• Was using Windtalkers a good idea on the part of the Marine Corps? Explain. (Answers will vary but
should be evaluative.)
Let’s Write: Expository Writing
Lesson Suggestions: Review procedural writing but remind students this will be a fictional story.
Do a class prewriting activity: Search for objects in the classroom that could be put together to create a
shelter. Discuss difficulties.
Best Practices
• Preview Questions: Before reading, set the purpose by having students preread the questions.
• Make Predictions: To help activate prior knowledge and engage students, ask them to preview text,
subheadings, pictures, graphics and captions, and predict what each section will be about.
• Read Aloud: Read aloud difficult passages ensuring that students read along.
• Use text format and features: Point out headings and subheadings to draw attention to text
organization.
• Review Reading Strategies: Review rereading to clarify, using context clues, summarizing and using
mental imagery.
• Review forms of note taking. Remind students that using different forms of input like drawing added
to writing helps the brain process information more efficiently and aids reading comprehension.
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Think and Review Questions
Note to teachers: The Think and Review questions for this week are in the Teacher Supplement due to
space constraints in the student edition. Be sure to read the article about Navajo Windtalkers (see below)
before students answer questions 8 and 9. Please copy this page for students. Answers are in the Answer
Key at the end of this document.
1. Mesa Verde National Park is located in which state?
2. List the six American Indian cultural regions.
3. What geographic features can be found in the six American Indian regions?
4. Name one American Indian group from each region.
5. How do American Indian homes show how the people used environmental resources? Give three
examples.
6. Which tribe members were recruited during World War II as “Windtalkers”?
7. Why do you think the Windtalkers received a Congressional Gold Medal?
8. Why is it important for American Indians like Jimmy Sawgrass to maintain and share their heritage?
9. Explain why American Indians used every part of an animal.
10. Do you think it is important to conserve environmental resources? Explain.
Teachers: Please read the following articles to your students. Lesson suggestions and teacher-guided
questions are in the Teacher Edition.
Character Education, Trades/Technology
Navajo Windtalkers
Navajo code talkers or “Windtalkers” were U.S. soldiers in World War II. Since few people outside
of the tribe understand their language, the U.S. Marine Corps recruited Navajo Indian soldiers to speak
on battlefield radios to keep their location and plans secret from the enemy. The cool thing about this
code was that the Navajo have no written language. The Japanese enemies didn’t know anything about
it at all! Navajo code talkers didn’t simply speak on the battlefield in the Navajo language. They used
Navajo words in military code that couldn’t be understood by anyone else. They might say, “chay-dagahi” (tortoise) as code for tank, or “chal” (frog) for an amphibious vehicle (vehicle able to move on
land or water). This made it totally impossible for the Japanese enemy to break the code. In 2000, the
Windtalkers received the Congressional Gold Medal for their service.
Biography
Jimmy ‘Sawgrass’ Boettner (1967- )
Has a real American Indian ever come to your school? Jimmy Sawgrass does just that. He’s a
Muskogee Creek Indian who was born in Florida. He visits schools and performs at powwows all over
the Southeast. His presentations are amazing!
Jimmy talks about American Indian tools, trading, clothing and history. Listeners learn about
American Indians’ love and respect for the outdoors. But he doesn’t just talk. He brings all sorts of
artifacts, utensils and weapons. He sets up his chickee hut and campsite, complete with hides of animals
like alligator, buffalo and deer.
Jimmy Sawgrass demonstrates skills with spears, blowguns and muskets. Students can look at and
hold jewelry, cooking pots and turtle shells. He even plays flutes and drums. Maybe someday you’ll get
to see Jimmy Sawgrass sharing his special heritage. He makes it fun to learn!
Visit http://www.jimsawgrass.com/index.html for more information about Jimmy Sawgrass and how
to schedule a show.
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American Civics
The questions we provide for the American Civics articles cover both the cognitive and affective
aspects of civics, both the facts and the emotions/application to students’ lives. There are several ways to
differentiate instruction: limiting the number of questions students are required to answer, using the “pair
and share” strategy, allowing verbal rather than written answers, using the questions as a springboard
for a class discussion, or any combination of these. The writers and editors of Studies Weekly realize
that classroom time for social studies and civics is limited, but we hope that you will be able to make
time for discussion of each article. This will help students understand the value of and develop skills in
debating with civility, even when they disagree.
Rumination and Contemplation: Bacon’s Rebellion
1. Why did Gov. Berkeley declare Nathaniel Bacon a rebel guilty of treason?
2. What was King Charles II of England’s reaction to the results of the rebellion?
Answer Key
1. Without permission, Bacon took a group of volunteer soldiers and led a raid against American
Indians who had not even been a part of earlier attacks on Virginia plantations.
2. He was not happy with Berkeley and chose a new governor.
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Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 3
Name __________________________________________
Date __________________________
Man and Snake
An American Indian Game
Materials
• three large craft sticks per student
• assorted markers
• paper/pencil for scorekeeping
Procedure
Distribute three sticks to each player. Draw on the FRONTS of the sticks only. On two of the sticks
draw stick “people,” and on the third stick draw a snake. Your drawings represent American Indians’
association between people and nature. You can also decorate with American Indian/geometric designs,
clothing, symbols, shelters, etc.
Play in groups of 2-5 players. Each player takes turns tossing his or her own three sticks. Players
get points according to how the sticks land. Use the chart to keep track of points earned in each round.
If all three of your sticks land on the blank side, then it’s a “wipeout” and you lose all points you’ve
accumulated so far. After a wipeout your points total goes back to zero until your next turn. The first
player to get 25 points wins.
Points Chart
Person
Snake
Blank
Total Points
1
1
1
3
1
0
2
1
2
0
1
2
0
1
2
5
2
1
0
6
0
0
3
“wipeout” (lose all
points earned so far)
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction Date ___________________
1st Quarter, Week 3
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. The Anasazi people lived in ______.
A longhouses
B chickees
C hogans
D cliff dwellings
2. The Anasazi may have disappeared because _______.
F of drought
G they got tired of their old houses
H of lizard invasion
I Seminoles chased them away
3. Some American Indian cultural regions are:
A South, North, East
B Southwest, Northwest, Southeast
C Great Plains, Great Basin, Great North
D Southeast, Southwest, Great Middle
4. People of the Great Plains include the _______.
F Timucua
G Apache
H Tillamook
I Iroquois
5. People of the Northwest include the _______.
A Aztec
B Hopi
C Tillamook
D Powhatan
6. These ancient American Indians lived in Mexico, Guatemala, Belize and Honduras and were known
for astronomy and math.
F Maya
G Anasazi
H Aztec
I Apache
7. An important animal for Great Plains people was the _______.
A buffalo
B tortoise
C frog
D manatee
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8. Archaeologists found _______ at the Anasazi cliff dwellings.
F pottery, oyster shells and longhouses
G gold, totem poles and scrimshaw
H pottery, food and clothing
I food, soda and video games
9. It is important for American Indians to share their heritage because _______.
A they have no written languages
B it educates others about American Indian culture
C there are no American Indians living today
D they cannot share their food
10. American Indians shared this common trait:
F They all dressed alike.
G They spoke the same language.
H They had the same type of houses.
I They respected and cared for the environment.
11. How do American Indian homes show ways the people used environmental resources? Give three
examples.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. Imagine that you were Nathaniel Bacon or Governor Berkeley. What would you have done
differently? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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USA Studies Weekly—Ancient America to Reconstruction
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Week 4
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Students are expected to:
explain when, where, and why groups of people explored, colonized, and settled in the United States,
including the search for religious freedom and economic gain
describe the accomplishments of significant individuals during the colonial period, including William
Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams
apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and
interpret maps
translate geographic data into a variety of formats such as raw data to graphs and maps
locate on a map important political features such as the ten largest urban areas in the United States, the 50
states and their capitals, and regions such as the Northeast, the Midwest, and the Southwest
identify and describe the types of settlement and patterns of land use in the United States
explain the geographic factors that influence patterns of settlement and the distribution of population in the
United States, past and present
explain the economic patterns of early European colonists
differentiate between, locate, and use valid primary and secondary sources such as computer software;
interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information
about the United States
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing
inferences and conclusions
organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps
identify the historical context of an event
use social studies terminology correctly
create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies
use standard grammar, spelling, sentence structure, and punctuation
Words to Know
explorer – someone who travels in order gain geographical or scientific information
New World – Western hemisphere, including North and South America
Age of Discovery – a period of time from the 15th to 17th century in which Europeans explored and
mapped the world
Christianity – the religion based on the life and teachings of Jesus Christ
colony – a group of people who settle far from home and maintain ties with their home country
colonize – to establish a colony
cartographer – mapmaker
John Cabot – Italian explorer sponsored by England who explored Canada
Hernan Cortes – Spanish explorer who conquered the Aztecs
Ponce de Leon – Spanish explorer who searched for the “fountain of youth” and discovered Florida
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Jacques Cartier – French explorer who discovered Newfoundland
Pedro Menendez de Aviles – St. Augustine founder
St. Augustine – oldest permanently settled city in United States
Henry Hudson – claimed land for Holland
Aztec – people conquered by Cortes
conquer – to defeat in combat
Theme Words
• exploration
• colonize
• New World
• Age of Discovery
Summary of Last Week’s Lesson
• Students learned about the strange disappearance of the Anasazi people.
• Six regions of the United States were defined and associated with groups of American Indians.
Students also learned about the Maya and Aztec.
• Students were introduced to the controversy about using American Indian names for mascots and
products.
• We met Jimmy Sawgrass, an American Indian educator/performer from Florida. (in the Teacher
Supplement)
• Students learned the Sketch to Stretch note-taking skill and practiced it with the topic story about
American Indian regions.
Summary of Current Lessons
• Christopher Columbus’ first exploration in 1492 marked the beginning of the Age of Discovery also
known as the Age of Exploration.
• King Ferdinand II and Queen Isabella I did not have funds available to finance Columbus’ expedition,
but felt they needed to keep Columbus from offering his services to other countries. They borrowed
money from several other royal accounts to finance the adventure.
• Europeans had three goals in exploration: gold (money), glory (land and power) and God
(introduction of Christianity to the New World).
• The great powers of Europe worked frantically to send exploration expedition to the New World as
quickly as possible.
• Explorers continued to search for a northwest passage as a shortcut to Asia, though none were
successful in finding such a path.
• Explorers were given permission to claim land in any way possible, even if it meant taking slaves or
prisoners or engaging in battles.
• Spain, France and England all established themselves firmly in the New World by the 17th century.
Teacher Background Information
The period of time in world history between the 15th and 17th centuries is known as the Age of
Discovery or the Age of Exploration. The Portuguese were the first explorers followed soon after by
the Spanish, British, French and Dutch. They were out to explore the vast unknown of the Earth. They
wanted to discover new worlds. The costs of the great explorations were relatively low, but the risks
were great. Journeys were dangerous and the people met on explorations were often treated poorly by
explorers, which resulted in tension. There were often battles between natives and exploring men.
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Teacher Supplement
It has been said that there were four motives for European exploration. The first motive is said to have
been curiosity. There was a great need to know what was beyond their small world. The second motive
could have been a religious desire to save souls and spread Christianity. This would have been connected
to the idea of the religious Crusades of earlier centuries. Thirdly, there was an economic motive that is
widely recognized. It was the desire for gold, silver and precious metals. Finally, there was the desire for
imperialism. The desire to capture and conquer to control land was great. The more land a country held,
the greater its power.
Pedro Menendez de Aviles: Founder of St. Augustine
Petro Menendez de Aviles (1519-1574) was a well-known Spanish seaman who was responsible for
founding St. Augustine in Florida, the first permanent white settlement in what is now the United States.
Menendez was one of twenty siblings in a very poor family. As a young man Menendez decided
he would run away and try his fortune as a sailor. Within a few years he had made enough money and
sold his birthright. He bought his own ship. One interesting story about him is that he met up with Jean
Alphonse, a most feared French pirate. It is said that Menendez and Alphonse fought a sword duel to
Alphonse’s death.
Soon people far and wide knew of Menendez’s daring feats and bravery. He was named to a position
of great power in the Fleet of the Indies. Menendez was known as a brave and very noble sailor. It was
for these reasons he was chosen by King Philip II to command a colonizing expedition to Florida. He
was to eradicate the French settlement at Ft. Caroline. He was also to establish a Spanish colony. After
defeating the French and establishing St. Augustine, Menendez was named governor of Cuba where he
was known as a great pirate fighter. Later King Philip appointed Menendez as General Captain of the
Spanish Navy. However, he died before he could take control.
Teacher-Guided Questions
How it all Began in the “New World”
• Why was it so important to European countries to find a faster route to Asia? (The spice and
good trade was very profitable. A quicker trade route meant more profits.)
• Why do you suppose King Ferdinand and Queen Isabella might not have believed Columbus
would actually have a successful journey? (No other explorer had sailed the route. It would be a
dangerous trip. He would be the first to make it alive. There was still some controversy about whether
the Earth was round or flat.)
• Why did Columbus’ journey mark the beginning of the Age of Discovery? (The success of
Columbus inspired other explorers and countries to try their luck at exploration for wealth, power,
and religion.)
The Age of Discovery
• Explain the theory of exploration for gold, glory, and God. (Europeans wanted to explore to
become richer (gold), gain land and power (glory), and spread Christianity to natives (God).
• What was the primary focus of colonization of new lands? (Countries wanted to have a foothold
on the land. Establishing colonies meant the land was firmly claimed for their country.)
• Why did so many explorers not understand the importance of their discoveries? (Many
explorers felt their explorations had been unsuccessful because they had not found a quicker trade
route to Asia. They did not understand that they had explored a new continent.)
• Why would sponsoring countries and rulers support explorers who were not from their
country? (The countries were so eager to claim land that they were willing to support any explorer
willing to take on the task. Kings always made written agreements or contracts with the explorers to
make sure that the explorer did not receive more than a fair share of riches and glory.)
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• Hernan Cortes violently conquered the Aztecs. Do you think he was justified in his actions?
(Answers will vary based on students’ opinions.)
• Juan Ponce de Leon never found the fountain of youth. Were his explorations still a success?
Why or why not. (Though he never found the mythical fountain, de Leon explored much of the
Americas and claimed the land of Florida on the north American mainland for Spain.)
• Why did Ponce de Leon name the land he claimed “Florida”? (He landed on the land on the feast
day of Pascua Florida. Translated into English the name of the feast day meant Flowers. It was a
fitting name for a land filled with beautiful bright colored tropical flowers.)
• Why was Pedro Menendez de Aviles sent to Florida in the first place? (Spain wanted to put an
end to French colonization. France had established Fort Caroline, and Spain wanted de Aviles to push
the French off the land.)
• What did de Aviles hope to accomplish besides removing the French from the Florida land?
(He hoped to further explore the lands of the New World. He hoped to find a wealth of gold and other
riches.)
• “Why do you think the Spanish took over the Timucuan Council House?” (The Spanish wanted
to have complete control of the land and all the people on the land.)
Mapping the Age of Discovery
• What did world maps look like before the Age of Discovery? (Many of the maps were incomplete.
They showed the world as a flat piece of land. There was often nothing but blank space between
Europe and Asia.)
• What exactly is a map? (Maps are plane drawings of the shapes of bodies of land and water.)
• What is the purpose of a grid system on a map? (Grid systems make locating a specific location
easier.)
• What information would be shown on a compass rose? (The cardinal directions: north, south, east,
west and intermediate directions: northeast, northwest, southeast, and southwest would be found on a
compass rose.)
• What was the importance of mapping all exploration journeys? (Most maps of the world were
incomplete. Each new journey and exploration led to more information about the world. Maps could
be completed.)
Worth Their Weight in Gold
• How were spices important to Europeans? (Spices help preserve food and mask flavors of spoiled
food. Spices were used in making medicine, perfumes, and incenses. Most spices were not grown in
Europe, so they had to be traded with Asian markets.)
• Why were spices of such great value? (Most spices had to be brought on long dangerous trade
expeditions from Asia. This made the spices expensive to obtain.)
Henry Hudson’s Failed Exploration (article and additional information about Henry Hudson in
Teacher Supplement)
• What do you think was the primary purpose of the Dutch East India Company? (The company
was especially interested in quickly transporting goods from Asia to Europe. They made large
amounts of money in the spice and goods trade business during the Age of Discovery.)
• Hudson’s crew became upset with his leadership very early in the expedition. Why might that
have been so? (At the urging of the Dutch East India Company Hudson was trying to find a new
route to Asia. The route near the Arctic Circle was uncharted. It was extremely cold and dangerous.
The men were probably upset that Hudson was not taking a less dangerous route.)
• What two countries did Hudson claim land for? (He claimed land for Holland and England.)
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• Why did Hudson probably think he was near the Pacific on his failed journey? (The route he
was taking was not on any known map. He traveled a great distance before getting stuck. The bay
seemed like a large body of water.)
• Do you think Hudson is today seen as a failure or a success as an explorer? (Today Hudson is
remembered as a successful explorer who found several new bodies of water and claimed land for
two countries in the New World.)
Let’s Write
This week’s writing instructional focus: writing from a different perspective (in the Teacher
Supplement)
Students should write from the point of view of an explorer. Students should be able to write main
ideas and support those ideas with supporting details. Students should clearly remain in “character”
throughout writing.
In addition, have students write a letter from one American Indian tribe to another, expressing the
way that the explorers affected the American Indians’ environments and their quality of life. Students
should express the same situation from two different perspectives. The points of view could be in the
form of a letter, a newspaper article, a poem or a narrative. CC ELA W.4.5
Best Practices
Identifying Similarities and Differences
Comparing and contrasting is a highly effective mental process that students can use to improve
cognitive abilities. This process forces the student to restructure information in order to better understand
it. Students should be given daily opportunities to engage in tasks that allow them to identify similarities
and differences. Comparing, classifying and creating metaphors and analogies are all good activities
to use. With history and/or social studies information students can easily compare events in the past to
current events. It is also important for students to compare and contrast leaders (both heroes and villains)
in history. Venn diagrams, double-bubble maps and other graphic organizers can be used to organize
information. Students should then be asked to write compositions about the materials and information
they are comparing.
Websites of the Week
A site with excellent links to research about multiple explorers during the Age of Discovery: http://www.
kidinfo.com/american_history/explorers.html
At this site you will find a short (three minutes) video about the discovery of the New World: http://
videos.howstuffworks.com/discovery/30586-assignment-discovery-cortez-and-the-new-world-video.
htm
A site with free power point presentations about explorations and explorers: http://worldhistory.pppst.
com/explorers.html
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American Civics
The questions we provide for the American Civics articles cover both the cognitive and affective
aspects of civics, both the facts and the emotions/application to students’ lives. There are several ways to
differentiate instruction: limiting the number of questions students are required to answer, using the “pair
and share” strategy, allowing verbal rather than written answers, using the questions as a springboard
for a class discussion, or any combination of these. The writers and editors of Studies Weekly realize
that classroom time for social studies and civics is limited, but we hope that you will be able to make
time for discussion of each article. This will help students understand the value of and develop skills in
debating with civility, even when they disagree.
Clarity of Expression: Henry Hudson
1. What are some of Henry Hudson’s accomplishments?
2. How did Hudson’s clarity of expression help him?
Answer Key
1. landing on Manhattan, exploring the Hudson Bay and River, claiming land for Dutch settlements
2. He persuaded the Dutch to give him another chance, even though he had previously failed.
Let’s Write
Writing from a different perspective
Pretend you are Pedro Menendez de Aviles. Write a letter back to your sponsors in Spain
explaining your success in Florida. Be sure to give details about the colony you have settled and
your success in dealing with the French and the American Indians. Write your ideas in complete
sentences. Use correct grammar, spelling and punctuation in your final draft.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 4
Name __________________________________________
Date _________________________
An Undiscovered Treasure
Before the beginning of the Age of Discovery, maps were not very accurate. Many people knew the
world was round, but they didn’t know exactly how much land was on the Earth. They didn’t understand
how large the Atlantic Ocean was. For many years, maps had blank spots on them for all of the places
that remained unexplored. Many maps even included drawings of imaginary creatures that supposedly
lived in the ocean at specific locations.
As land was explored, maps and mapmaking improved. Explorers began carrying maps of the ocean
and maps of the land they would explore. Accurate maps improved the success of explorations.
Directions: Pretend you are a modern day explorer. You have been asked by the principal of your school
to explore and search your school for great riches that are supposedly hidden somewhere on the school
grounds. Your principal has asked you to create a map showing the location of the treasure once it is
found.
Create a map of your school to submit to your sponsor. Be sure to include a title, a map key, a
compass rose, a scale to show relative distance, and a grid to show the exact location of the treasure.
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Teacher Supplement
For more information about Henry Hudson, share this article with your class.
Henry Hudson’s Failed Exploration
The year is 1609 and a powerful business in Holland, the Dutch East India Company, has hired an
English sea captain named Henry Hudson to lead an expedition. The company wants Hudson to sail
across Europe, near the Arctic Circle, to find a faster trade route to China.
Hudson and his men agree. They navigate the northern, icy waters for some time. The crew becomes
angry with Hudson, however, because they are almost always cold and tired. He decides to change
course and sail towards North America where the waters are not as icy and dangerous.
Hudson and his crew reach the coast of Maine. They sail south to Chesapeake Bay near the northeast
region of the United States. Returning north, Hudson sees a water passage that he thinks might take them
to Asia. It turns out to be only a river, which we now call the Hudson River. But this unexpected find gives
Holland a claim to land in the New World. Many Dutch people come to settle the land now known as the
Hudson Valley.
Fast forward to 1610. English businesspeople finance (pay for) another trip for Hudson. Once again,
he and his crew sail across the Atlantic Ocean looking for a shortcut to Asia. Further north than his last
trip, Hudson is sure he has found the Pacific Ocean. However, he is actually in a large bay. He draws a
map of what we today know as Hudson Bay.
Sailing on, Hudson can find no opening into the Pacific. Winter comes and the icy waters soon trap
the ship. The crew is now very angry with their captain and they mutiny (take over the ship). Once they
are free of the ice, they throw Hudson, his son and seven other men into a small boat with no food or
fresh water. No one ever saw them again.
Though many people considered Hudson’s explorations failures at the time, his voyages gave
England a solid claim to land in North America.
Visit the following websites for additional information about explorers:
• http://allaboutexplorers.com/explorers/
• http://www.ianchadwick.com/hudson/hudson_00.htm
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Teacher Supplement
Name ___________________________________________
USA Studies Weekly—Ancient America to Reconstruction Date ___________________
1st Quarter, Week 4
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. According to the article “How it all Began in the New World” the most likely reason Columbus
wanted to explore was ________.
A he liked to travel
B the king and queen of Portugal asked him to conduct an exploration
C he secretly believed the world really was flat and wanted to prove it
D he wanted to find a faster trade route between Europe and Asia
2. What does the article say the king and queen of Spain secretly believed about Columbus’ first voyage?
F The world was flat.
G There was little chance Columbus would ever return.
H Columbus would return with nothing.
I Columbus would capture a sea monster.
3. What was the most likely effect of the success of Columbus’ first voyage to the New World?
A Other European countries began to plan explorations.
B Spain got all the gold from the New World.
C Spain claimed all of the land in the New World.
D A new trade route to Asia was found.
4. Which statement about the “Age of Discovery” is best supported by information from this week’s
magazine?
F The Age of Discovery only lasted a few years.
G The Age of Discovery was a time when most people became very wealthy.
H The Age of Discovery was a time of exploration and discovery of new ideas and information.
I The Age of Discovery was not an important time in world history.
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European
countries funded
great exploration
expeditions.
There was a great desire
by Europe’s leaders
to find gold and other
riches and claim land.
Maps of the
world were
completed.
The Age of
Discovery
5. Which of the following best completes the diagram above?
A Explorers did not want to find a new trade route to Asia.
B Christianity was introduced to the New World.
C Florida was claimed by Spain.
D Trade between Europe and the New World increased.
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6. What would be the best title for the exploration map shown above?
F Exploration Route of English Explorers
G Exploration Route of French Explorers
H Exploration Route of European Explorers
I Exploration Route of Spanish Explorers
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European countries
began settlements
in North America.
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
7. What is the most likely reason European countries wanted to establish colonies in the New World?
A Colonies would firmly establish their presence in the New World.
B Colonies would keep other European countries from trying to claim the land.
C Colonies would keep problems with American Indians in the area to a minimum.
D all of the above
8. What is the most likely reason de Aviles was eager to destroy Fort Caroline?
F He didn’t like the way the French built forts.
G He wanted to eliminate the French as competition for land and riches.
H He wanted to quickly claim the land so he could return to Spain.
I He wanted the fort to be given to the local Timucua tribe.
9. Which of these is the best summary of the information in the article “Worth Their Weight in Gold”?
A Early explorers wanted a quick route to Asia in order to trade spices, which were an important part
of European culture.
B Spices were not grown in Europe, so people had to find them in other places.
C Food spoiled easily and needed spices to make the taste better. People especially liked salt and
pepper for daily spices.
D Animals were bought and paid for with spices during the Age of Discovery.
10. Which country hired Henry Hudson before Holland?
F France
G Spain
H Portugal
I England
11. Choose one of the countries in this week’s Studies Weekly and write a paragraph about their
exploration of the New World.
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12. How did the Age of Discovery change maps?
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Teacher Supplement
Week 5
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Social Studies
Use primary and secondary sources to understand history.
Describe technological developments that shaped European exploration.
Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the
European explorers.
Identify ways good citizens go beyond basic civic and political responsibilities to improve government
and society.
Use geographic knowledge and skills when discussing current events.
Reading/Language Arts
Write a variety of informational/expository forms.
Demonstrate the ability to read grade level text.
Use new vocabulary that is introduced and taught directly.
Listen to, read and discuss familiar and conceptually challenging text.
Use context clues to determine meanings of unfamiliar words.
Relate new vocabulary to familiar words.
Determine meanings of unfamiliar words by using a dictionary, thesaurus and digital tools.
Identify cause-and-effect relationships in text.
Compare and contrast elements in multiple texts.
Locate, explain and use information from text features (e.g., table of contents, glossary, headings, charts,
graphs, diagrams, illustrations).
Use information from the text to answer questions related to explicitly stated main ideas or relevant
details.
Words to Know
Lesson Suggestions: Define terms and enhance meanings through use of context clues first; then use
dictionaries or other references.
navigator: sailor or other traveler who guides the ship or other vehicle
cartographer: mapmaker
astronomy: study of the solar system
circumnavigate: to go all the way around the Earth by ship or plane
colony: a region or settlement that is ruled by another country
marooned: abandoned ashore without means of escape
primary source: document, art or photo created during or right after an event by someone who was
actually at the event
convert: to change
pieces of eight: old Spanish coins
stern castle: rear portion of a ship
Word Wall Words
• fleet
• mutiny
• monsoon
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• scurvy
• mother lode
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Summary of Last Week’s Lesson
In last week’s issue students learned about the causes and effects of early European exploration
on the North American continent. They learned the Age of Discovery began with Columbus’s
accidental discovery of North America. Spain immediately set out to explore to find gold, claim
land and convert American Indians to Christianity. France and England soon followed suit. Students
learned that Spanish exploration led to the first permanent European settlement in North America at
St. Augustine, Florida, in 1565. Students learned that maps were important to explorers, and these
maps quickly changed as land was explored and settled.
•
•
•
•
•
•
Summary of Current Week’s Lesson
Cover Story: Introduces the concept of leaving the European coast in the 1300s. Students learn
about early Portuguese explorers Henry the Navigator and Vasco da Gama, and their successes and
challenges. Students learn how technological developments in navigation and cartography helped
shape efforts to improve trade, especially for spices, and opened opportunities to expand colonization.
Lesson: Students investigate Magellan’s attempt to circumnavigate the globe. The lesson comprises
the route followed and the issue of Magellan’s death and subsequent completion of the voyage by del
Cano. The accomplishment of circumnavigation is explored in this section.
Primary Source: Students are introduced to journal entries from a crewmember on Magellan’s trip,
Antonio Pigafetta. The actual words of Pigafetta have been documented in detailed journals he
kept while on board ship. Pigafetta’s diligence in journaling has left us with an invaluable source of
information about the historic trip.
This Week’s Question: Students are asked to think about what may be more important, exploration of
outer space or the oceans.
Biography: We meet explorer and treasure hunter Mel Fisher, another study in determination. Fisher
spent over 16 years searching for the wreck of the Spanish ship, Nuestra Señora de la Atocha (Our
Lady of Atocha), finally encountering the mother lode in 1985. We discuss the Mel Fisher Museum
main branch located in Key West, where some of the treasure Fisher discovered can be viewed or
purchased.
Activity: Students match mapped routes of five Spanish explorers of the 1500s with clues about
the route each one followed. Students learn about accomplishments of significant explorers and are
introduced to the explorers’ motivation for conquering native lands and peoples, including the search
for gold.
Background Information
Prince Henry the Navigator
Henry was the third son of King John of Portugal. Early on, he became a fanatical Christian
warrior, a Crusader, and wanted to drive the Muslims and their faith out of Europe and Africa. With
his father’s permission, he and his two brothers put together an army and a navy and attacked the
town of Cuert in Morocco, capturing it.
The town was on Africa’s silent gold and spice route, and the contents of the town sparked the
business side of Henry’s imagination. He decided that he, with his father’s permission, would set up a
vast trading network in West Africa.
To this end, he began to send expeditions along the coast of Africa for the purpose of exploration,
detailed mapmaking, journal writing and trading with the natives. He also looked for a Christian king
thought to have a vast empire in Africa named Prester John, with the hopes that Henry and he could
take care of the issue of Muslims in Africa once and for all.
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Although Henry died in 1460, the exploration didn’t cease. His brother King John II sent
Bartholomeu Diaz to find the southernmost point of Africa in 1487. In a terrible storm, Diaz was
pushed south and east. Eventually, he figured out that he had sailed past Africa, turned back and found
the cape. Because of the fierce storms in the area, he wanted to call it the Cape of Terrors, but the king
decided to call it the Cape of Good Hope—the hope of finding the sea route to China.
These expeditions would eventually lead to a final push to the West Indies in 1498 by Vasco da
Gama and the beginning of wealth and power for the Portuguese.
Teacher-Guided Questions
It’s Not the End of the World!
Lesson Suggestions: Examine and discuss the distance between Portugal and Cape Bojador, Africa
on a map. Role play: stage a 15th century debate; argue the flatness of the Earth and the subsequent
astuteness of a country investing in explorations. Discuss the importance of spices as a valuable trade
commodity in the 1400s; compare spices to things we value today. Introduce the concept of schools that
specialize in teaching particular trades and skills, such as law and medical schools, technology colleges,
vocational trade centers, performing arts schools, etc. Call attention to the fact that such schools came
into existence around the 1400s, and that they were a significant element of the Renaissance.
• How does the title of this article relate to the main idea? (Many people thought ships might fall off the
end of the Earth at a certain place. Henry the Navigator found out that the Earth was much bigger than
Europeans believed.)
• Why did countries want to control the trade of spices? (Spices were valuable because of their scarcity;
spices were highly sought after; control of trade routes led to control of land, labor and capital.)
• What new ship’s design did Henry the Navigator promote? Why? (The caravel, because it was faster
and better than earlier ships.)
• Why do you think there are several statues of Henry the Navigator in the world? Why do you
think people want to put up statues of important people? (Henry the Navigator helped start European
exploration and trade, which changed the world; people put up statues to honor important people and to
help make sure their accomplishments are not forgotten.)
Early Explorers
Around the World in 1,081 Days
Lesson Suggestions: The circumference of the Earth is 24,901 miles at the equator. Discuss how
long it takes to walk, run or drive a mile to help grasp the concept of going all the way around the
Earth. Discuss motives for circumnavigation (to establish/increase trade, claim land, convert people
to Christianity). Look carefully at the map of Magellan’s/del Cano’s voyage and discuss obstacles,
landmasses and currents that would factor into circumnavigation. Make a class list of some of the
problems that occurred on the trip: disagreements with native people and amongst crew, mutiny,
executions, marooning. Compare these events to those depicted in popular movies and stories about
pirates, calling attention to the concept of historical fiction. Note on the map the point at which
Magellan was killed and del Cano continued the voyage—in the Philippines. Discuss del Cano’s
political responsibility and potential for glory for completing the trip. Review Latin roots in word
circumnavigate; circum = circle + navigate = sail or fly.
• If you could drive around the equator at 60 mph, how long would it take? (24,901 divided by 60 =
415, remainder 1, or 415 hours and 1 minute)
• Is it any shorter going west rather than east? (No, it’s the same distance.)
• What are the Spice Islands called today? What country are they part of? (Maluku Islands, Indonesia)
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• Should Magellan get credit for circumnavigating the globe? Explain your answer. (Accept both yes
and no, as long as students can support their answer. No, because he did not actually finish the trip. Yes,
because he was the original leader of the expedition that sailed around the world and was responsible for
planning and organizing it.)
• Why did del Cano feel motivated to complete such a perilous journey? (glory, responsibility to
country, search for riches, desire to convert more people to Christianity)
• Have students point to some locations on the map and tell which continent they are on. (various)
• What is the Strait of Magellan? (a channel near the southern tip of South America)
Pigafetta Speaks (Primary Source)
Lesson Suggestions: Carefully read together the introductory paragraph to review the difference
between primary and secondary sources of historical information. Have students make a T chart in their
social studies notebooks, entitled Primary Sources/Secondary Sources. Work in groups to list 4-5 of
each type of source. Discuss resources for primary source documents and photos. View the following:
National Archives Records Administration: http://www.archives.gov/research/arc/education/documents.
html, and Library of Congress: http://www.loc.gov/index.html. (Click on any of the collections and
explore.) Then ask students to keep their own running resource list in their notebooks for future
reference. Discuss text features in the Pigafetta passage (ellipses) that tell us this is an extended quote
and that parts have been left out.
• Who was Antonio Pigafetta? (a man on Magellan’s ship who kept a journal)
• Why was Pigafetta’s journal significant? (It gives us a detailed account of what happened during
Magellan’s voyage; it is a primary source of information; it is better than a history book or other
secondary source because it is more accurate.)
• When Pigafetta published his journals two years after the voyage, he wrote Magellan’s name as the
author. Why do you think he would do that? (Answers will vary; perhaps because Magellan was more
famous than Pigafetta and more people would believe what he wrote.)
• How can we find out how far 14,460 leagues is in miles? (math conversion resources, Internet; one
league = 3 miles, 14,460 x 3 = 43,380 miles)
• Is that farther than the distance around the equator? (yes)
• Why was the voyage’s mileage so much more than the distance around the equator? (because they
did not travel directly around Earth in a straight line)
Vasco da Gama (1460s-1524): No Simple Feat
Lesson Suggestions: Compare da Gama’s trip with Henry the Navigator’s. Examine a world map
and trace da Gama’s route from Portugal, around Africa, across the Indian Ocean to India. Brainstorm
what elements and provisions must have been necessary for da Gama to make it all the way to India and
back. Have students create a Venn diagram to compare/contrast pirate attacks of the late 1400s to those
taking place in the world today. Call attention to the term monsoon, explain the phenomenon occurring
seasonally and discuss how winds may help or harm sea travel. Note that today, motorized travel negates
much of the wind’s effect. Have students list ways that establishment of a trade route to India might
have improved European society and expanded Portugal’s power.
• Why is da Gama’s birth date listed as “1460s” instead of a single year? (No one knows when he was
born; there was no birth certificate or other primary source that told the year)
• What things do you think da Gama had that Henry the Navigator didn’t have that helped da Gama
succeed in finding the way to India? (better ship, weather and crew; more money; better knowledge of
astronomy)
• Are there monsoon winds today? (yes)
• How do you think European society changed for the better once the spice trade route was
established? (Answers will vary; accept ideas about expanding knowledge bases, leading to more
exploration, giving credence to scientific theories about Earth’s shape and size.)
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Teacher Supplement
Mel and his Mother Lode
Lesson Suggestions: Discuss perseverance and determination. Look at a map of the Caribbean
and Dry Tortugas region. Note that Nuestra Señora de la Atocha (Spanish for Our Lady of Atocha)
and many other Spanish ships left Mexico laden with gold, silver and jewels, cargo most often taken
forcibly from native people. Explain that pieces of eight were Spanish coins. The ships were headed
for Cuba but encountered problems in the Caribbean such as reefs, shoals, pirates, storms and sinking
due to overloading. View video of Fisher’s discoveries and information about his Key West maritime
museum at www.melfisher.org. Students will appreciate Fisher’s motto, “Today’s the day!” Explain that
the mother lode is a huge portion of treasure, but can also refer to mining ore. Remind students that Mel
Fisher spread the treasure amongst his family, his investors, museums, archaeologists and the state of
Florida, but that it resulted in hundreds of lawsuits. Discuss other current exploration activities, e.g.,
other shipwrecks, the ocean floor, outer space, etc. Brainstorm ways these activities improve our society.
Contrast technology probably used by Mel Fisher with that of the early explorers of the 14th-16th
centuries.
There is also a movie about Mel Fisher’s life, “Dreams of Gold,” with Cliff Robertson and Loretta
Swit, as well as websites about the story: http://storyofatocha.com/; www.people.com/people/archive/
article/0,,20125524,00.html. These can provide more background information and sources for research.
• How do you think Mel Fisher knew about the wreck of the Atocha? (primary sources such as the
ship’s manifest; local legend) MODERATE
• Do you think it was worth it to search for the treasure for 16 years? Explain. (Answers will vary;
generally yes, because it was so valuable; some will answer no because it took a lot of time and there
was a lot of fighting over the treasure; Note to teacher: Fisher experienced great tragedy during the
exploration, including the death of his son who was lost at sea while searching for the treasure.) HIGH
• Should people who find valuable or historic treasures be required to give it to museums or should
they get to keep it all? (varied answers to encourage constructive debate) HIGH
• What are pieces of eight? (old Spanish coins) LOW
• Can any of the Atocha treasure be seen today? (yes, in museums) LOW
•
•
•
•
•
•
•
•
Best Practices
Brainstorm: Have students tell reasons why a person may want to explore new places. Ask a student
secretary to keep track of reasons named on a large chart.
Preview Questions: Before reading, set the purpose by having students pre-read the questions.
Make Predictions: To help activate prior knowledge and engage students, ask students to preview
text, subheadings, pictures, maps and captions, and then predict what each section will be about.
Read Aloud: Read aloud any difficult passages ensuring that students read along.
Use Text Format and Features: Identify foreign language vocabulary and discuss strategies for
pronunciation.
Review Reading Strategies: Review rereading to clarify, using context clues, summarizing and mental
imagery.
Compare/Contrast Primary and Secondary Source Information: Remind students that primary sources
are artifacts, documents or fossils that originated at actual events or places in history. Secondary
sources come from people who were not actually at the event and are often written much later.
Integrate Content Areas With Reading Skills: Use maps and globes to enhance the reading
experience. Directly tell students that learning geography and other subjects are interrelated with the
practice of reading. Also, sometimes manipulating objects like globes and maps can improve reading
comprehension due to input toward multiple intelligences.
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Teacher Supplement
Map Activity
More Early Spanish Explorers
Lesson Suggestions: Carefully preview the map, noting that it shows five different exploration
routes, all taken by Spaniards in the 1500s. Discuss why Spain was so prolific with exploration;
earlier successes and riches proved it worthwhile, technological innovations such as the compass
and sextant allowed for better navigation. Explain how students are to write over each route with
different colors. Point out Spanish names and remind students to spell them correctly in their key.
Teacher Questions (Answers)
• How many routes does the map show? (five)
• Why do you think Spain sent so many explorers to the New World? (to acquire more land,
labor and capital for Spain)
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_______________________
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Year(s) Explored
Results of Exploration
________________________
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Purpose of Exploration
________________________
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________________________
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Country of Origin
Name: ____________________________________________
________________________
Region(s) Explored
________________________
________________________
________________________
________________________
Explorer
Fish-in-Formation
RI.4.1
When we read, we go “fishin’” for information. Let’s see what today’s catch is! Complete the fish pattern
by adding information from an article about explorers. On the “backbone,” write the MAIN IDEA of the
passage. On the “rib bones,” use detailed information. You can use the fishbone chart for other articles, too.
Just change the subtitles on each rib!
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 5
Date: ________________________
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
Date ____________________
USA Studies Weekly—Ancient America to Reconstruction 1st Quarter, Week 5
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. Early Portuguese explorers were trying to find _______.
A a new theme park
B a trade route to India
C a new school in Portugal
D a way to the South Pole
2. The Strait of Magellan is a _______.
F passage through Africa
G ruler for explorers
H waterway near the tip of South America
I channel on TV
3. To go all the way around the Earth is to _______.
A circumnavigate
B equate
C latitudinate
D circulate
4. Antonio Pigafetta’s journal is an example of a _______.
F primary source
G piece of eight
H cartography
I secondary source
5. Henry the Navigator _______.
A was a Portuguese prince
B helped starte European exploration and trade
C collected books and charts of the ocean
D all of the above
6. Mel Fisher found _______.
F treasure from Treasure Island
G pirates in the Caribbean
H treasure from a Spanish shipwreck
I the Aztec capital
7. Coronado found all of the following except _______.
A buffalo herds
B cities of gold
C Pueblo Indians
D the Grand Canyon
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8. Cortes conquered the _______ people.
F Inca
G Pueblo
H Anasazi
I Aztec
9. The land Balboa crossed was _______.
A Panama
B the peninsula of Florida
C the Strait of Magellan
D the city of Mexico
10. European explorers were sent to the New World for _______.
F gold, spices and ships
G gold, land and to convert native people to Christianity
H silver, pearls and slaves
I slaves, navigators and cartographers
11. Should Mel Fisher have given his treasure to Spain? Explain your thinking.
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12. Which areas of the United States did the Spanish explore in the 1500s?
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Teacher Supplement
Week 6
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Social Studies
Describe technological developments that shaped European exploration.
Investigate the European explorers.
Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for
control of North America.
Identify the economic, political and socio-cultural motivation for colonial settlement.
Identify ways good citizens go beyond basic civic and political responsibilities to improve government
and society.
Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.
Recognize the positive and negative effects of voluntary trade among Native Americans, European
explorers, and colonists.
Use geographic knowledge and skills when discussing current events.
Reading/Language Arts
Demonstrate the ability to read grade level text.
Use new vocabulary that is introduced and taught directly.
Listen to, read and discuss familiar and conceptually challenging text.
Use context clues to determine meanings of unfamiliar words.
Relate new vocabulary to familiar words.
Determine meanings of unfamiliar words by using a dictionary, thesaurus and digital tools.
Identify cause-and-effect relationships in text.
Compare and contrast elements in multiple texts.
Locate, explain and use information from text features (e.g., table of contents, glossary, headings, charts,
graphs, diagrams, illustrations).
Use information from the text to answer questions related to explicitly stated main ideas or relevant
details.
Organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, and log).
Write a variety of informational/expository forms.
Words to Know
Lesson Suggestions: Define terms and demonstrate meanings using context clues, dictionaries and other
reference materials.
Spanish Armada: large fleet of Spanish ships
coquina: rock made mostly of seashells and coral
fishing rights: claim to all fish and seafood in a body of water
treacherous: dangerous
mutiny: to rebel against the captain of a ship (or other authority figure)
furs: skins of various animals, such as beavers
trading posts: a place where people barter goods and supplies
international date line: 180° longitude; the dividing line between one day and the next
ship’s log: diary of a ship’s location and events at sea
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time zones: divisions of Earth for time-keeping purposes
lodestone: a magnetic rock, also known as magnetite
Word Wall Words
• strait
• bay
• claim
• circumnavigate
Summary of Last Week’s Lesson
Students learned of early Portuguese and Spanish explorers of the 14th-16th centuries. First we
looked at Henry the Navigator and Ferdinand Magellan and the developments in navigation and
cartography that made their voyages possible. Then we studied and compared Vasco da Gama,
de Soto, Balboa, Coronado, Cortes and Pizarro, their goals, routes and outcomes. We examined a
primary source of historical information, the journal of Antonio Pigafetta from onboard Magellan’s
ships, which described both the wonder and hardships of circumnavigating the globe. We met Mel
Fisher, late explorer/treasure hunter who found the wreck of the Spanish galleon, Nuestra Señora de
la Atocha, south of the Florida Keys.
Summary of Current Week’s Lesson
• Cover Story: The time is the late 1500s onboard the ship of Sir Francis Drake. Students learn about
some of the activities of the English navigator/conqueror, including his circumnavigation and his raid
on St. Augustine, Florida.
• Lesson: Students become familiar with other prominent English and French explorers of the
1400s-1500s, including John Cabot, Jacques Cartier, Henry Hudson, Samuel de Champlain and
Robert de La Salle. We read of some of the challenges faced and conquests made, as well as the area
of the New World claimed by each explorer.
• Geography: We learn about the international date line located at 180 degrees longitude, what caused
its creation, why it is necessary and how it works.
• Culture: Students read about the Acadians, or “Cajuns.” We learn about their heritage, location,
language, traditional festivals, food and music.
• Trades and Technology: The invention of the magnetic compass is introduced. Students learn about
the discovery of the lodestone and how the first compasses were used in navigation to help read the
wind and point north so that sailors wouldn’t get lost at sea.
• This Week’s Question: Students are asked to think about which invention in history has been most
beneficial.
• Myths and Legends: We meet “Champ,” the Lake Champlain equivalent of the Loch Ness Monster,
and read about sightings, descriptions and its probable scientific explanations.
Background Information
Cabot
King Henry VII granted Cabot permission to sail to the New World in hopes that he would find
a passage to the Indies. He didn’t finance the journey because Cabot had already found investors in
Bristol, England. Cabot didn’t find the strait he was looking for, but he did explore Newfoundland and
found the Grand Banks, the large region of great fishing off the coast. In a side note—Sebastian Cabot
tried to take credit for his father’s discoveries. Sebastian claimed that his father had died in England
and that he, Sebastian, had found the Grand Banks. It wasn’t until 1939 that a document was found that
proved that John Cabot had gone down with his ship in the New World. Thus credit for the discovery
was passed back to John Cabot.
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Teacher Supplement
The Northwest Passage
This passage was the dream of every explorer sent by the kings and queens of the Netherlands,
England and France. Somewhere along the Atlantic Coast of the New World lay an opening that would
take them on a journey through the landmass to the Spice Islands.
Because of that dream, many parts of North America were explored. Was it there? No. Then what
was there that would make all these expeditions worthwhile? Fish, furs and forests.
Champlain
His original job was to survey the land called Canada, which Cartier had explored, for the start of a
new colony called New France. But he went beyond that! He made peace with the native people, started
the trading business in furs with the natives at Quebec and Montreal and explored upper New York and
some of the Great Lakes. He also found settlers to come to the new land and, although he could not do it
himself, sent young explorers to the north, west and south with hopes that they would find China.
Queen Elizabeth
Queen Elizabeth wanted to make England the greatest country in the world. She had used Drake to
acquire gold from the Spanish, and she could send expeditions to find the way to the Spice Islands and
make her dream come true.
She sent many expeditions that came up fruitless, but in 1576, Martin Frobisher reported that he
had found the Northwest Passage and gold. He really found Frobisher Bay in Canada and fool’s gold.
Nevertheless, in 1586, John Davis explored the islands off Greenland and reported an open expanse of
water to the north and west. Next, in 1601, George Waymouth entered Hudson Strait, but he went no
farther because of the ice and the fears of his men. That led to the explorations by Henry Hudson.
Hudson
The Netherlands had hired Hudson to find a passage to the Spice Islands. He tried a novel approach,
sailing northeast along the coast of Russia, looking for a way to reach China. He tried three times and,
on the third time, sailed across the Atlantic to the New World. Here, he sailed up the Hudson River but
could not find the passage that he sought.
In 1609, working for the English, he was sent to explore the waters reported by Waymouth. He
entered the Hudson Strait and sailed into Hudson Bay.
He traveled back and forth across the bay looking for that elusive opening. Supplies ran low, and his
men took over the ship. They placed him, his son and a few other sailors in a small boat, then set them
adrift in James Bay. They were never heard from again.
Robert de La Salle
His goal was to travel the entire Mississippi River, claim it and all the rivers and lands it touched for
France and start a great French empire in that new territory, which he called Louisiana. He did the first
two, but not the last.
Teacher-Guided Questions
Drake the Savage Sea Dog
Lesson Suggestions: Examine text in conjunction with maps of Sir Francis Drake’s voyages. Discuss
motivation of payment and glory awarded by Queen Elizabeth. Compare/contrast challenges facing Queens
Elizabeth I (1533-1603) and II (1926- ). Have groups of students create H-charts showing positives of
Drake’s conquests above the H bar, negatives below the H bar, and improvements to the right of the H. Share
results with the class. Tell students what it means to be knighted by the English monarch thus gaining the
title, “Sir,” as Sir Francis Drake was after his circumnavigation.
• How did Francis Drake gain the title, “Sir”? (Queen Elizabeth made him a knight, with the title “Sir,”
for circumnavigating the globe on behalf of England.)
• How did the Spanish power in the world weaken? (The Spanish lost to the English in a huge navy
battle.)
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• What were some of the positive/negative aspects of Drake’s activities in the New World? (Positive:
He claimed land for England; he circumnavigated the globe and learned about sea routes; he formed an
alliance with some American Indians. Negative: He burned Spanish crops; he attacked Spanish ships and
ports; he robbed Spanish colonies.)
• Why did the Spanish call Drake and other Englishmen “sea dogs”? (Various; because they were
savage conquerors; they hurt others; they scrounged for land and riches.)
Early French and English Explorers
Who Went Where, When and How
Lesson Suggestions: Relate reading passages to map of eastern United States, Canada and Caribbean
regions. Point out bodies of water mentioned including Hudson Bay, Great Lakes, Lake Champlain, Hudson
River, Mississippi River, St. Lawrence River, Arctic Sea and Atlantic Ocean. Create a quiz of those bodies
using a blank map to be labeled correctly by students. (You can download a variety of free outline maps
at http://www.eduplace.com/ss/maps/.) Review the names and locations of the five Great Lakes using the
mnemonic device H O M E S to stand for Huron, Ontario, Michigan, Erie and Superior. Using a map,
compare and contrast the sizes of the Great Lakes to that of Lake Champlain, which lies mainly between
Vermont and New York. Examine how fur trading led to depletion of species, such as the beaver. Compare
that issue to modern endangered species and the reasons for their plights. Make a class map with a key,
delineating the route and country of origin of each explorer named in this section. Brainstorm a list of
reasons why people explored, and what sometimes prevented settlers from colonizing conquered lands, such
as weather, lack of agricultural knowledge, difficulty erecting shelter and conflicts with American Indians.
• Point out Hudson Bay, Hudson Strait and the Hudson River on a map. (accurate locations)
• What are trading posts? (places where people buy and sell things; places where people trade furs for
goods; places where Europeans exchanged goods with American Indians)
• Why did England and France send so many explorers to the New World? (Their governments were
competing with Spain for new lands and more power.)
• Why would John Cabot sail a northerly route looking for a passage to India? (because he was
searching for a shortcut to Asia; because that would be a shorter route from Europe to the New World,
but would not lead to India as he thought)
• Why did Cartier’s colony in “New France” at Montreal fail? (harsh weather; conflicts with natives)
• Why would an explorer’s crew mutiny and set him adrift to die, as did the crew of Henry Hudson
in Hudson Bay? (harsh treatment; insistence upon a lost cause; frustration at the time it was taking to
accomplish goals)
Is Today Tomorrow?
Lesson Suggestions: Review and define longitude and latitude lines. Note on a globe the international
date line at 180 degrees longitude, the prime meridian at 0 degrees longitude, and the equator at 0
degrees latitude. Show students that the day begins at 180 degrees longitude and goes for 24 hours,
around the world. Demonstrate it by examining a map of time zones available on the Internet at: www.
worldtimezone.com. Click on different sections of the maps, noting that it is early a.m. west of the
international date line, but late p.m. the day before to the east of it.
• Where does a new day begin on Earth? (the international date line, located at 180º longitude in the
Pacific Ocean)
• If you travel west across the international date line, what happens? Do you gain or lose a day?
(lose; west of the line is a day ahead)
• How did Magellan’s crew discover the need for an international date line? (Their ship’s log was one
day off when they returned from their voyage; they were a day behind.)
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Cajuns, Carnivals and Capuchons
Lesson Suggestions: Do more research on the traditional Cajun Mardi Gras that many celebrated by wearing
a capuchon (French: cone-shaped hat) and going from house to house on horseback begging for ingredients
for a gumbo, compared to today’s huge Mardi Gras carnival in New Orleans. (See http://worldmusic.about.
com/od/northamerican/p/CajunMardiGras.htm.) Note that other cultures have adopted Mardi Gras in the
same manner that many people have adopted Cinco de Mayo (Spanish: a festival on May 5 honoring the
Battle of Puebla) from Mexican tradition. Discuss the time of year and purpose of Mardi Gras. It is Fat
Tuesday, the day before Ash Wednesday, which is significant in the Western Christian calendar. People hold
celebrations around the world on Fat Tuesday in order to indulge in food and drink before the Christian
Lenten period, which begins on Ash Wednesday and lasts until Easter. Bring in some Cajun food or spices
such as filé gumbo (filé is a spice made of powdered sassafras leaves) for students to smell or taste. Play
Cajun music.
• How do you think the name Cajun came from the word Acadian? (sounds similar)
• What are some of the unique cultural aspects of the Cajuns? (unique French language; spicy food;
festivals; fiddle/accordion music)
• How do you think the original Mardi Gras developed into today’s huge street carnival? (Answers
will vary; people of other cultures adopted Mardi Gras for their own fun.)
Trades and Technology: Amazing Invention of the 13th Century—The Compass
Lesson Suggestions: Discuss what would be necessary to prevent sailors from getting lost once out of
sight from shore.
• How might the lodestone have been discovered? (various; accept reasonable guesses, e.g., someone
playing with rocks noticed metal stuck to it; someone carried a piece in a pouch and metal stuck to it)
• Could you navigate without modern technological tools? (Answers will vary but should be supported
with logical ideas.)
Champ, the Lake Champlain Monster
Lesson Suggestions: Go to a website such as http://www.uvm.edu/~cemorse/Introducing%20VT%20
Website/Olsen/Olsen%20Champ.html to view photos of “Champ” and discuss their validity. Compare the
legend of Champ to that of the Loch Ness Monster, “Nessie.” Look at Lake Champlain on a map to see why
it could possibly be thought of as the “Sixth Great Lake.”
• Is Champ real? (yes/no must be justified with a viable explanation)
• Could plesiosaurs and similar creatures exist today? (It’s possible that undiscovered species exist in
unexplored waters, but unlikely that something that big would have been overlooked.)
Activity: Make Your Own Compass!
Lesson Suggestions: Explain what a compass is, how it works and where it points: A magnetic field
is produced on planet Earth. It isn’t very strong, but it will work to align iron, iron filings and other
paramagnetic compounds like the magnetized needle. It will even work on cereal fortified with iron! By
placing the needle on the floating foam, it rotates freely toward the north magnetic pole, which is slightly
different from the North Pole. Of course, if you were in the southern hemisphere, it would point to the south
magnetic pole. See the children’s website www.coolquiz.com/trivia/explain/docs/compass.asp for further
information.
• How is our compass like/different from those made by mariners in the days of the early explorers?
(they both point north in the northern hemisphere; they both use magnetized metal floating in water; ours
was magnetized by a magnet not a lodestone)
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Teacher Supplement
Let’s Write: Persuasive Writing
(Prompt in Teacher Supplement) Lesson Suggestions: Brainstorm motivations for exploring. Discuss why
a citizen of any country would endanger him/herself by crossing the ocean and confronting potentially hostile
people. Review letter-writing format.
1. Why did explorers ask government leaders for help? (for ships, crew and supplies because they couldn’t
afford these items on their own; for potential glory)
2. Would you do something equivalent to what Sir Francis Drake or one of the other explorers did for
your country? Explain. (Answers will vary.)
Best Practices
• Preview Questions: Before reading, set the purpose by having students pre-read the questions.
• Make Predictions: To help activate prior knowledge and engage students, ask them to preview text,
subheadings, pictures, graphics and captions and predict what each section will be about.
• Read Aloud: Read aloud any difficult passages, ensuring that students read along.
• Use text format and features: Point out any difficult words, headings and subheadings to draw
attention to new vocabulary and text organization.
• Review Reading Strategies: Review rereading to clarify, using context clues, summarizing and mental
imagery.
• Review forms of note taking. Remind students that using different forms of notes, like herringbones
(telling who, what, where, why, when, how on “ribs” with main idea on “backbone”), helps the brain
process information more efficiently and aids reading comprehension.
• H-Chart: organize reading using an H-shaped graphic organizer to name
Positive Suggestions
the positive/negative aspects of an issue in an article. Then, to the right of
the H, students list suggestions for improving negatives.
• Relate reading to geography: Before reading, show any geographical
Negative
locations mentioned in the articles on a map to help students assimilate.
• Role play: Have students create a skit of how Acadians migrated from
Canadian regions. Keep maps handy during the role playing. Discuss
difficulties and geographical features encountered. Being active
participants will help students understand experiences and problems of displaced people or migrants.
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Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 6
Name __________________________________________
Date _________________________
Bubble Level Note Taking
Fill in the bubbles with important information from the reading. The bigger the bubble, the more
important the information.
LEVEL ONE: LARGE BUBBLE = main idea of the passage
LEVEL TWO: MEDIUM BUBBLE = important parts like names of main characters and big events
LEVEL THREE: SMALL BUBBLE = small details from the reading like dates, small events and minor
characters
2
3
1
To practice Bubble Level Note Taking try using the article “Drake the Savage Sea Dog” and complete
the note-taking organizer above.
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Teacher Supplement
Name ___________________________________________
Date ___________________
USA Studies Weekly—Ancient America to Reconstruction 1st Quarter, Week 6
Let’s Write
CCSS W.4.5
Imagine you are an explorer in need of a ship, crew and supplies in the 1400s. Write a letter to a
king or queen asking for help. Which country would you want to sail for—England, France, Portugal or
Spain? Be sure to explain why you need your ship, crew and supplies, and tell the royal court how it will
benefit everyone! Use the correct form for a letter including a salutation, body and closing
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Teacher Supplement
Name ___________________________________________
Date ___________________
USA Studies Weekly—Ancient America to Reconstruction 1st Quarter, Week 6
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1 How did Magellan’s crew discover the need for an international date line?
A They crossed the equator.
B Their ship’s log was one day off when they returned from their voyage.
C They wanted to go out to dinner with someone.
D They forgot to keep a ship’s log.
2. Who is called the Father of New France?
F La Salle
G Cartier
H Cabot
I Champlain
3. In North America, a magnetic compass will point to _______.
A magnetic north
B Santa’s workshop
C the South Pole
D Italy
4. The English explorer whose crew left him adrift in Hudson Bay was _______.
F Henry Hudson
G Charlie Hudson
H Henry Cabot
I Henry Huggins
5. Why did France have trouble getting settlers to colonize the New World?
A They thought it was too far away.
B It was too expensive.
C They thought all of it was cold and snowy like Canada.
D It was too hot.
6. Queen Elizabeth of England knighted Sir Francis Drake for _______.
F naming the international date line
G being her horseman
H exploring the Philippines
I circumnavigating the globe
7. A late winter holiday celebrated by Cajuns is _______.
A Acadia Day
B Mardi Gras
C Easter
D Halloween
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8. Robert La Salle explored the length of this body of water:
F Lake Champlain
G Hudson River
H Mississippi River
I New Orleans River
9. This Italian working for England explored North America close to the time period of Christopher
Columbus.
A John Cabot
B Samuel de Champlain
C Papa Georgio
D Sir Francis Drake
10. Jacques Cartier claimed the region that is now ________ for France.
F the United States
G Mexico
H Cuba
I Canada
11. Why did Jacques Cartier’s first colony at Montreal fail?
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12. Why did the Spanish in the New World call Drake and his men “sea dogs”?
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Week 7
This Week’s Standards
(Note: These standards represent common standards, benchmarks, and performance objectives for
U.S. History. Please use them as a guideline to determine which of your state’s standards are addressed.)
Social Studies
Identify Native American tribes from different geographic regions of North America.
Describe technological developments that shaped European exploration.
Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of
North America.
Identify the economic, political and socio-cultural motivation for colonial settlement.
Describe the introduction, impact and role of slavery in the colonies.
Identify ways good citizens go beyond basic civic and political responsibilities to improve government and
society.
Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.
Trace the development of technology and the impact of major inventions on business productivity during the
early development of the United States.
Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers,
and colonists.
Use geographic knowledge and skills when discussing current events.
Reading/Language Arts
Write a variety of informational/expository forms.
Demonstrate the ability to read grade level text.
Use new vocabulary that is introduced and taught directly.
Listen to, read and discuss familiar and conceptually challenging text.
Use context clues to determine meanings of unfamiliar words.
Relate new vocabulary to familiar words.
Determine meanings of unfamiliar words by using a dictionary, thesaurus and digital tools.
Identify cause-and-effect relationships in text.
Compare and contrast elements in multiple texts.
Locate, explain and use information from text features (e.g., table of contents, glossary, headings, charts,
graphs, diagrams, illustrations).
Use information from the text to answer questions related to explicitly stated main ideas or relevant details.
Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by
using a dictionary, thesaurus, and digital tools.
Use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar
complex words.
Words to Know
Lesson Suggestions: Define terms and demonstrate meaning using context clues, dictionaries,
computer-based references and other materials.
fertile: good for growing crops
raw materials: natural resources such as timber
laborers: workers
agricultural: having to do with farming
staples: basic foods commonly used, such as grains
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Teacher Supplement
benefit: something good that happens
harnesses: straps
smallpox: potentially fatal infectious disease characterized by skin rash, boils, fever
dysentery: potentially fatal intestinal disease that causes severe diarrhea
immunity: resistance to disease
textile: cloth
currency: money or monetary system
Word Wall Words
• breadbasket
• caravel
• Columbian Exchange
• colonize
Summary of Last Week’s Lesson
Students learned about some of the activities of the English navigator/conqueror Sir Francis Drake,
including his circumnavigation and his raid on the Caribbean and St. Augustine, Florida. Students became
familiar with other prominent English and French explorers of the 1400s-1500s. Students were introduced
to the international date line, why it is necessary and how it works. Students learned about Cajun heritage,
location, language, traditional festivals, food and music. The invention of the magnetic compass was
introduced. We met the Lake Champlain equivalent of the Loch Ness Monster, and read about sightings,
descriptions and its probable scientific explanations. Students learned how to make a magnetic compass out
of common classroom materials. Students were given a writing prompt for a fictional historical narrative: a
petition to a monarch asking for ships and crew to explore the New World.
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Summary of Current Week’s Lesson
Cover Story: Students are introduced to reasons for exploration, reasons early settlements failed,
and how Europeans attempted to divide up the New World. The “3 L’s” concept is explored. Land,
Labor and Loot are three elements needed for increasing power, and in this case, setting up a
power base in the New World.
Lesson: The Columbian Exchange is examined in several areas: staples, meats, plants, people
and technology. Students learn which items came from the Old World and which were from the
New World, and they relate knowledge of the past exchange of goods, people and ideas to their
existence and use in current times.
Culture: We learn the origins and early uses of chocolate. Students read a legend about how Cortés,
the Spanish conquistador, was the first European to taste chocolate that the Aztec served to him.
Trades and Technology: Students compare the newest, fastest technology in the 1500s (advances in
ships and sails) to that of today (advances in Internet use). The emphasis is on the idea that in both
time periods, technology has connected people across the world.
History: We read about the Dutch background and earlier name of New York City, New
Amsterdam. We read about the Dutch East India Company and the Dutch role in dividing up the
New World.
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Teacher Supplement
Teacher-Guided Questions
The Three L’s of Power—Dividing the New World
Lesson Suggestions: Brainstorm a list of ways countries try to increase power. Categorize the list, noting
how many ways fit into the 3 L’s: Land, Labor and Loot. Remind students that the word Loot is slang for capital.
Discuss reasons governments want more power and which countries are powerful today, and why. Point out North
Carolina on a map. Review the early successful eastern North American settlements at St. Augustine (est. 1565)
and Quebec (est. 1608). Discuss reasons those settlements succeeded, and why earlier attempts failed.
• If you were moving to the New World in 1550, what would you probably want to bring? (food; tools; arms;
clothes for all seasons; items to trade; money, although it wouldn’t be valued as it was back home)
• What would you need once you arrived? (food, water; raw materials to build shelter; weapons to hunt and protect
yourself; items to trade with American Indians; allies among natives; ability to communicate)
• Today, how would you get food and shelter and communicate with people who didn’t speak your language
if you had to? (Ask parents/adults for help; get money from parents to buy items at the store; move in with family
members; buy or rent houses; use computer to locate anything needed from anywhere in the world; use sign
language; draw pictures; use a computer to translate; use a foreign language dictionary.)
• How would you have done it differently in the 1500s? (Kids had to help do the work for whatever the family
needed; there were no stores, so you would have to gather/hunt for food and water; shelter would have to be built
by hand, not just bought or rented; you could only get what was in your environment, nothing was shipped; there
were no computers or dictionaries.) HIGH
• Why do you think it was wrong for Europeans to have slaves in the 1500s? (It was wrong because people
should not be bought and sold, forced to work for no pay and treated harshly. The need for labor does not make
slavery right.)
• Do you think Europeans were dealing with the American Indians as best they could? If not, what should
they have done differently? (Answers will vary; yes, because there was probably fear and confusion about
different cultures; no, because the Europeans should have been more friendly/cooperative instead of violent/
threatening.)
• Why were European countries always fighting with each other? (Each country wanted to dominate, or have
more power both in Europe and America; they were all trying to get more land, wealth and power before the
others.)
• Why do you think European countries eventually began to succeed in establishing colonies? (They arrived
with more supplies and more ships to back them up; they brought more weapons to fight with; they stayed in one
place to better defend their position; they tried harder to live peacefully with American Indians.)
The Old World Meets the New World
Lesson Suggestions: Bring in a can of soup or other food with mixed ingredients. Have students try to
determine which ingredients are Old World/New World in origin. Discuss newer ingredients like high fructose
corn syrup and preservatives. Research their origins. For “homework,” have each student bring in a can of food,
then as a class, categorize the foods by Old/New World origin. Some may need to be “in the middle” (mixture of
Old and New). Donate cans of food to a drive. Using a candy bar’s nutrition facts, match ingredients to country/
region of origin on a world map. Point out all the places with pushpins or create a web with string starting from
your location in Florida and going to all the places the ingredients came from. Research how the citrus or sugar
industry developed in Florida after being imported from the Old World. Discuss how horses could have become
synonymous with American Indians even when they never saw them until the late 1400s. Examine the slave
market and research how Africans were kidnapped and bought or traded for in their homeland, and then create a
slavery timeline. Use a primary source to view evidence of the scourge of smallpox by examining an excerpt from
the “Florentine Codex: General History of Things of New Spain,” an Aztec book of hieroglyphics. Pictures from
the codex collected in the 1500s by the Franciscan monk Bernardino de Sahagún clearly show Aztec drawings of
the devastation of smallpox, which transferred from Old World to New World. (Do a Google Images search for
“Florentine Codex.”) See http://channel.nationalgeographic.com/channel/videos/deadly-mutation/ for a 3-minute
video about what killed the Aztecs.
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Were you previously aware that cows, chickens, pigs and sheep were not here before the Columbian
Exchange? (various; probably no; students often think everything was “always here” or don’t think about it at all)
Why do you think Florida is famous for citrus fruit when it was not even an original crop? Also, why do
you think Italy is famous for foods with tomato sauce? (The food was adopted and developed once people
discovered it in its new place; the new place grew more of it and grew it better than in the original place.)
Look at the ingredients in a snack you like to eat. Which are Old World foods and which are New World
foods? Which are modern ingredients? (Examples: corn = New; oats = Old, chocolate = New; orange = Old, etc.;
preservatives and other recently developed ingredients = modern.)
How did the Columbian Exchange benefit the entire world? (added variety to food, animals, plants; corn and
potatoes helped keep people from starving; work animals helped farming in America; American Indians taught
Europeans how to grow new crops; accept other reasonable answers.)
Were American Indians as highly developed as Europeans at the time of their meeting, around 1500? (In
some ways, yes—agriculture, astronomy, math; in other ways, no—transportation, exploration, government
infrastructure.)
Please Pass the Chocolate
Lesson Suggestions: Show central Mexico on a map and point out the region of origin of the Theobroma
cacao tree. Discuss possible reasons “cacao” developed into “cocoa.” Chocolate comes from the Nahuatl (Aztec)
word, xocolatl (show-coh’ lahtl). The legendary dish the Aztec served to impress their eventual conqueror Cortés
is now a famous dish known as molé poblano (mow-lay poh-blah´-no), and it is usually served as a dark sauce
over chicken. Bring in ingredients and have students make some molé for a taste test. Or, bring in varieties of
chocolate to taste and compare. Chocolate chips work well: bring in milk chocolate, semi-sweet and bittersweet
varieties and have students compare and contrast. Research the development of one of the European chocolate
companies, like Lindt, to see how a New World food became a famous food of Switzerland in the Old World.
Research potential health benefits/detriments of eating chocolate at http://www.exploratorium.edu/exploring/
exploring_chocolate/choc_7.html.
• Which type of chocolate do you prefer: milk, semi-sweet or bittersweet? Why? (Answers will vary.)
• How can a food be good for you in one way and bad for you in another way at the same time? (certain
chemical makeup; fats and sugars make it bad, while energy and circulatory benefits make it good.)
• Why do you think the Aztec might have wanted to impress Cortes? (They thought he was a god; they originally
wanted to trade with him; they didn’t know he wanted to kill them and take their gold.)
• Why did people use cacao beans as currency? (They were not very plentiful; people desired them; they were a
luxury item, as fine chocolate is today.)
Connecting the World
Lesson Suggestions: Have students figure out how much time it would take to sail across the Atlantic Ocean
compared to how much time it takes to email someone in Great Britain or Africa. Communicate with students
on another continent via an international pen-pal site, such as www.studentsoftheworld.info/menu_penpals.
php. This is an excellent opportunity to discuss risks of overexposure/exploitation in social networking, texting,
inappropriate websites, etc.
• How did the caravel or the split-masted sailing ship improve ocean transportation in the 1500s? (It was faster;
ships could better deal with the changing directions of the wind.)
• How long did it take to send a message across the ocean via sailboat? (months in the 1500s)
• How long does it take to send a message to someone via the Internet? (milliseconds)
• What are the benefits and detriments (harms) of being able to communicate instantaneously? (various
answers – there are no mysteries left; we see all news whether it is good or bad; we can speak to those we want to
speak to at any time, almost any place; criminals can use people/technology inappropriately; we can empathize with
disasters, wars, predicaments in other countries)
I Love New Amsterdam
Lesson Suggestions: Compare I Love NY logo to title of story, I Love New Amsterdam. Talk about the use
of graphics and symbols such as the heart in I Love New York as a form of international communication. Discuss
American Indian tribes that lived in New York and use a map to point out regions. Look at location of Manhattan.
Discuss boroughs of New York City.
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Research why Holland is also called the Netherlands. (Holland is part of the name of two of the 12 provinces of
the Netherlands; the name changed in English but was not differentiated in Dutch.)
Research and compare and contrast the size of Holland with Spain, France and England. Which is smallest?
(Holland)
What do you think the Dutch East India Company traded? (gold, spices, furs, beads, silk, textiles, cotton,
porcelain, ships; it was the first international corporation so it traded everything available at the time.)
This Week’s Question: If you were in charge of naming any city, where would it be, what would you call it and
why would you choose it?
Lesson Suggestion: Review narrative and persuasive writing skills. Reinforce use of atlases when determining
city locations. In writing plans, brainstorm a list of beneficial aspects of a city (location, access to transportation
and trade, etc.). Encourage creativity and purpose in naming cities. Review benefits of trade and commerce and
the 3 L’s as a path to power.
The Beat of Your Heart
Lesson Suggestions: Integrate music and social studies themes. Reinforce recycling and reusing items
for environmental conservation and social responsibility. Show Internet photos of American Indian drums
in museums across the world. Model drumbeat matching heartbeat as opposed to a typical American Indian
drumbeat you might hear in an old western movie. Establish time for a drum circle so that students can play
together.
• What recycled items could possibly become a drum? (large cans; cylinders; soda bottles; newspaper for tops;
string; etc.)
Writing Activity
Use five words from this issue (agricultural, small pox, dysentery, immunity and textile, for example),
and have students write a logical, five-sentence (or longer) paragraph. This will reinforce the correct
usage of new vocabulary words, and give students practice in writing a personal narrative or informative
essay (writer’s choice).
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Best Practices
Brainstorm: Have students tell why a person may want to explore new places. Ask a student secretary
to keep track of reasons named on a large chart.
Preview Questions: Before reading, set the purpose by having students preview the questions.
Make Predictions: To help activate prior knowledge and engage students, ask them to preview text,
subheadings, pictures, maps and captions, and then predict what each section will be about. Make a
list of subheadings in one or more articles for later note taking.
Read Aloud: Read aloud any difficult passages ensuring that students read along.
Use Text Format and Features: Point out any difficult words. Identify foreign language vocabulary
and discuss strategies for pronunciation.
Review Reading Strategies: Review rereading to clarify, using context clues, summarizing and
mental imagery.
Integrate Content Areas With Reading Skills: Use maps and globes to enhance the reading
experience. Directly tell students that learning geography and other subjects is interrelated with the
practice of reading. Also, sometimes manipulating objects like globes and maps can improve reading
comprehension.
Integrate Multiple Intelligences: Learning gains are increased, and students with varied intelligences
are reached by integrating subjects like music with social studies.
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• Reinforce Life Skills: Integrate use of technology into learning; teach importance of recycling when
making musical instruments, toys, etc. instead of always buying new items. Teach the value of human
life when discussing labor and slavery. Teach importance of economics when considering political
motivations of governments.
• Use primary sources to teach history whenever possible, in the form of documents, artifacts or fossils,
for example.
Extension Activity
Now that your students have read about many different explorers from different countries in Europe,
which one do they think was most important? Do the following activity to find out! (Note: Extra
research will enhance this activity greatly, but you can omit the directions in the center paragraph if
necessary. Instead, have students use information in previous weeks of Studies Weekly and their own
prior knowledge to make a bullet point list of the explorer’s accomplishments to share with the class.)
Who’s the Most Important Explorer?
Suppose the early explorers could have been involved in a round table discussion about who was the
most important. What do you think they might say? On your own or in a small group, choose an explorer
who has been highlighted in the past few weeks of Studies Weekly. Your job will be to speak as your
chosen candidate in a round table discussion to convince the rest of the class that your person deserves to
receive the “Most Important Explorer” award from the Age of Exploration Committee (your class).
Now learn all you can about your explorer using text books, reference books, and Internet sources.
Prepare a speech that your explorer will give, as well as any materials that you choose to make
(pictures, maps, timelines) to convince the rest of the class that your explorer deserves the award.
Be sure to include his accomplishments and how they changed history. You might include imaginary
recommendations from historical figures of the time period who could give additional reasons that your
explorer should receive the award.
Finally, hold a round table discussion where one person presents your material as if the real explorer
were speaking. After everyone has presented the arguments, have the Age of Exploration Committee
hold a secret ballot vote to determine which explorer should be declared the “Most Important Explorer,”
and then present a token such as a certificate to the winner.
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Teacher Supplement
USA Studies Weekly—Ancient America to Reconstruction, Week 7
Student Name_________________________________________
Date_________________
Wordsworth
When people meet, they may have trouble communicating because they don’t speak the same
language. So, over time languages have had to adapt, or change, so that people could understand each
other. Sometimes people from one culture use the same words from another culture. Other times, people
take foreign words but change them a little to make them easier to pronounce. That has happened a lot
throughout history! For example, the English language has many words from Latin and Greek origins,
like anima (Latin: life) which became animal, a living creature. We have words with Spanish, French,
Dutch, African and American Indian origins. Many of these words were passed across continents in the
Columbian Exchange. Let’s see if you can pick out which word is from which culture. DIRECTIONS:
Read the word in the left column. In column two, guess the word’s origin. Use the letter that matches
your guess. Then, look up the word in a dictionary that contains word origins. In column three, write
the definition in your own words. In the last column, write the final answer (correct letter) of the place
of origin. How many did you guess right? Compare your guesses with a friends’ guesses. Use some of
these words in the next story you write to make it more interesting. Have fun!
LETTER CHOICES
A. African
B. French
C. Dutch
D. Spanish
E. American Indian
Final
Word
Guess
Definition
Answer
Example: chocolate
1. hammock
C?
food from the Theobroma cacao tree; from an Aztec word
2. rodeo
3. ability
4. banana
5. aardvark
6. canoe
7. jumbo
8. Florida
9. alligator
10. manatee
11. laundry
12. slurp
13. tobacco
14. Canaveral
15. fiancé
16. luck
17. jazz
18. envelope
19. zombie
20. hurricane
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USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
Name ___________________________________________
Date ____________________
USA Studies Weekly—Ancient America to Reconstruction 1st Quarter, Week 7
Read each question and the answer choices carefully. Then fill in the circle next to the best answer.
1. The exchange of foods, goods and ideas between the Old World and the New World in the 1500s is
called the ________.
A Elizabethan Exchange
B Currency Exchange
C Change for All Time
D Columbian Exchange
2. Slaves were brought to the New World from _______.
F New Netherland
G Canada
H Africa
I New Zealand
3. What does the word “converting” mean in this sentence? “And they worked on converting the
Indians to Christianity.”
A continuing in their beliefs
B changing from one belief to another
C writing new beliefs
D moving to a new place
4. Having to do with farming is _______.
F agricultural
G farmical
H growic
I aquamarine
5 An important food we use all the time is a _______.
A textile
B staple
C beverage
D cacao
6. A disease brought by Europeans to the New World in the 1500s was _______.
F cancer
G AIDS
H smallpox
I small plague
7. The “3 L’s” of gaining power for a country are:
A lemons, limes and loot
B labor, licenses and land
C land, labor and large soldiers
D land, labor and loot
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Teacher Supplement
8. A country known as a “breadbasket” is a place where ______.
F food from grains is produced and also exported
G a lot of baskets are woven
H bread is given away free to other countries
I grain has to be imported
9. What did the Dutch call New York City in the early 1600s?
A New Dutchland
B New Hudson
C Hollandia
D New Amsterdam
10. Chocolate was once served this way by the Aztec.
F as a watery, bitter drink
G in a mug with whipped cream and a candy cane
H in candy bars with almonds and coconut
I in breads and muffins
11. List five foods that went from the New World to the Old World.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
12. What was the fastest way to connect people on different continents in the 1500s? Describe this
technology.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Teacher Supplement
Name _________________________________________Date ____________________
USA Studies Weekly—Ancient America to Reconstruction
1st Quarterly Assessment
Read each question and the answer choices carefully. Fill in the circle next to the best answer.
1. Choose the answer that correctly lists the seven
continents.
A Asia, Africa, North America, South America,
Europe, Atlantic, Antarctica
B Asia, Arctic, North America, South America,
Europe, Australia, Antarctica
C Asia, Africa, North America, South America,
Europe, Australia, Antarctica
D Asia, Africa, North America, South America,
Europe, America, Antarctica
6. The Strait of Magellan is a _______.
F passage through Africa
G ruler for explorers
H channel near the tip of South America
I channel on TV
7. An important animal for Great Plains people
was the _______.
A buffalo
B tortoise
C frog
D manatee
2. The grid like part of the map used to pinpoint
locations is made of:
F the legend
G lines of latitude and longitude
H the compass rose
I the map scale
8. Archaeologists found _______ at the Anasazi
cliff dwellings.
F pottery, oyster shells and longhouses
G gold, totem poles and scrimshaw
H pottery, food and clothing
I food, soda and video games
3. Part of a country or area of land is a
___________.
A landform
B climate
C hilltop
D region
9.
Henry the Navigator _______.
A was a Portuguese prince
B helped start European exploration and trade
C collected books and charts of the ocean
D all of the above
10. European explorers were sent to the New
World for _______.
F gold, spices and ships
G gold, land and to convert native people to
Christianity
H silver, pearls and slaves
I slaves, navigators and cartographers
4. Antonio Pigafetta’s journal is an example of a
_______.
F primary source
G piece of eight
H cartography
I secondary source
5. Why did the author give one story the title,
“Two More Stars on the Flag”?
A because the flag shows some of the stars
over Alaska and Hawaii
B because the Hawaiian islands are like stars
C because Alaska and Hawaii are our 49th and
50th states
D because Alaska shares a border with Minnesota, the North Star State
11. To go all the way around the Earth is to
_______.
A circumnavigate
B equate
C latitudinate
D circulate
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Teacher Supplement
12. Queen Elizabeth of England knighted Sir
Francis Drake for _______.
F naming the international date line
G being her horseman
H exploring the Philippines
I circumnavigating the globe
15. The exchange of foods, goods and ideas
between the Old World and the New World in
the 1500s is called the ________.
A Elizabethan Exchange
B Currency Exchange
C Change for All Time
D Columbian Exchange
13. Why did France have trouble getting settlers to
colonize the New World?
A They thought it was too far away.
B It was too expensive.
C They thought all of it was cold and snowy
like Canada.
D It was too hot.
16. What does the word “converting” mean in this
sentence? “And they worked on converting the
Indians to Christianity.”
F continuing in their beliefs
G changing from one belief to another
H writing new beliefs
I moving to a new place
14. Robert La Salle explored the length of this
body of water:
F Lake Champlain
G Hudson River
H Mississippi River
I New Orleans River
17. List the five oceans.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
18. Should Mel Fisher have given his treasure to Spain? Explain your thinking.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
19. How do American Indian homes show ways the people used environmental resources? Give three
examples.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
20. What is diversity? Explain how the United States is a land of diversity.
____________________________________________________________________________________
____________________________________________________________________________________
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Teacher Supplement
Week 1
1st Quarter Answer Keys
Page 3, Geography in Review
1. F
2. B
3. D
4. A
5. C
6. G
7. E
Page 4, Mapping & Charting
1. Europe
2. Asia
3. Africa
4. Australia
5. United States
6. Atlantic Ocean
7. Greenland
8. Canada
9. Central America
10. South America
11. Pacific Ocean
12. Caribbean Sea
13. Check students’ maps.
14. Check students’ maps.
Think & Review Answer Key
1. About 70 percent of the Earth
is covered in water.
2. Geographers study the Earth
and its features.
3. A map is different from a
globe because it is a flat
representation of the Earth
while the globe is a threedimensional representation of
Earth.
4. One-half of the globe is a
hemisphere.
5. The equator and prime
meridian are alike in that
they are both imaginary
lines that divide the Earth
into hemispheres. They are
different because the Equator
runs horizontally east to west
while the prime meridian runs
vertically north to south.
6. Two types of maps are a
political and a physical map.
They are similar because they
both are used to represent
places on the Earth’s surface.
They are different because
a political map shows
boundaries between countries,
states or provinces, but a
physical map shows the
physical features of an area.
7. Answers may vary. However,
students could state that
maps are important to people
because people use maps to
plan routes, find their way or
locate something.
8. The third largest continent is
North America.
9. Answers may vary. However,
students could talk about
Abby Sunderland’s
determination to finish
her voyage even after her
autopilot broke and that she
knew she would not break the
record. Also, despite being
stranded for days at sea and
losing her chance to break the
record, she still vows to sail
again and realize her dream.
Design a Neighborhood Map,
Common Core Connection,
Teacher Supplement
1. Answers will vary according
to the map students use.
2. general reference maps such
as a tourist map or street map
Assessment Answer Key
1. C
2. G
3. C
4. G
5. A
6. F
7. D
8. F
9. B
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10. H
11. The equator and prime
meridian are alike in that
they are both imaginary
lines that divide the Earth
into hemispheres. They are
different because the Equator
runs horizontally east to west
while the prime meridian runs
vertically north to south.
12. Answers will vary.
Week 2
Page 4, Mapping & Charting
1. 10
2. Louisiana–LA, Mississippi–
MS, Arkansas–AR, Tennessee–
TN, Kentucky–KY, Missouri–
MO, Illinois–IL, Iowa–IA,
Wisconsin–WI, Minnesota–MN
3. Ohio River, Missouri River,
Arkansas River
4. Approximately 2,300–2,550
miles
5. Minnesota
6. Louisiana
7. Pacific Ocean, Atlantic Ocean
8. Gulf of Mexico
9. Missouri River
10. Approximately 2,300–2,560
miles
Latitude and Longitude,
Teacher Supplement
1. Atlantic Ocean, 0 degrees
latitude, 0 degrees longitude
2. Asia
3. Pacific Ocean
4. North America
5. Pacific Ocean, 0 degrees
latitude, 180 degrees
longitude
Think & Review Answer Key
1. physical feature—mountains,
hills, plains, plateaus, rivers,
highlands, etc.; diversity—
differences in cultures; Lower
48—all the states except
Alaska and Hawaii; abroad
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
— overseas; economy — the
way people make, spend and
save money
2. an area with unique features
3. seven
4. (1) active volcanoes, (2)
mountains right next to the
ocean, (3) giant redwoods,
(4) San Andreas Fault and (5)
earthquakes
5. the Great Basin
6. It has some of the world’s
most beautiful and unusual
landforms
7. The Rocky Mountains
8. It marks whether the water
in the rivers will run east or
west.
9. In the middle of the United
States
10. It extends from New England
along the Atlantic coastline
and the Appalachian foothills,
down through Florida to the
Gulf of Mexico.
11. From Maine to Alabama
12. In Missouri, Kansas,
Oklahoma and Arkansas
13. It took few people to sail it;
had triangular sails, could
travel in shallow water, sailed
more directly into the wind
and was swifter.
Assessment Answer Key
1. B
2. F
3. D
4. H
5. C
6. I
7. A
8. F
9. C
10. G
11. As there are many diverse
regions of the United States,
so are the people living there
diverse. At one time, America
was described as a melting
pot where each new group
lost its cultural identities
and became like everyone
else. However, as time has
gone on, America has been
likened to a huge salad bowl
with many kinds and colors
of vegetables. Some of the
vegetables are dark and
flavorful; some are spicy and
hot; others are simple and
nutritious. Regardless of the
diverse kinds of vegetables in
the salad, the salad without
the dressing would be nothing
but a mix of cultures. Pour
the diverse ethnic and cultural
backgrounds from which we
have come into the mix and
presto, it makes us a flavorful
whole.
12. Any three of the following:
(1) two active volcanoes; (2)
mountains right next to the
ocean; (3) giant redwoods;
(4) San Andreas fault; (5)
earthquakes
Week 3
Page 4, Sketch to Stretch
Answers will vary; use
information from Page. 2-3
to check for accuracy and
details.
Think & Review Answer Key,
Teacher Supplement
1. Colorado
2. Eastern Woodlands, Southeast,
Great Plains, Southwest,
Great Basin, Northwest
3. Rivers, mountains, large
bodies of water such as the
Atlantic Ocean, Pacific Ocean
and Gulf of Mexico, valleys,
mesas, deserts, forests, caves,
plains
4. Various answers according
82
to what is labeled on
the map; may include
Eastern Woodlands:
Algonquian/Powhatan/
Iroquois/Wampanoag,
Southeast:Timucua/Seminole/
Cherokee/Creek, Great
Plains: Arapaho/Cheyenne/
Dakota/Apache,Southwest:
Navajo/Anasazi/Hopi/Zuni,
Great Basin:Nez Perce/
Crow, Northwest: Chinook/
Tillamook
5. Various answers including
Eastern Woodlands had
longhouses because of many
forests; Southeast tribes had
chickees because of heat;
Plains Indians lived in teepees
because of few trees and
use of large buffalo hides;
Southwest had adobe and cliff
dwellings due to desert clay
and mesas with steep sides;
Great Basin people lived
in caves or huts due to few
trees and constant movement;
Northwest had wood homes
with roofs because of
plentiful trees and much rain.
6. Navajo
7. Various answers
8. To educate others; to keep
history alive; to entertain
9. They were respectful of
nature; they were more
conservation minded than
people today; etc.
10. Answers will vary but should
present an argument with
support.
Assessment Answer Key
1. D
2. F
3. B
4. G
5. C
6. F
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
7. A
8. H
9. B
10. I
11. Varied answers including
Eastern Woodlands had
longhouses because of many
forests; Southeast tribes have
chickees because of heat; Plains
Indians lived in teepees
because of few trees and
use of large buffalo hides;
Southwest had adobe and cliff
dwellings due to desert clay
and mesas with steep sides;
Great Basin people lived
in caves or huts due to few
trees and constant movement;
Northwest had wood homes
with roofs because of
plentiful trees and much rain.
12. Answers will vary but may
include that the student
would have thought more
carefully before deciding
to act. Bacon - not attack
innocent American Indians,
not burn Jamestown, try
to find peaceful solution;
Berkeley - ask Bacon to help
find peaceful solution, put
Bacon’s men in prison instead
of hanging them, etc.
Week 4
Page 4, Explorers of the New
World
Columbus – Spain, faster trade
route to Asia, 1492, across
Atlantic from Spain to the
New World, brought back
gold and slaves
Cabot – England, explore
unknown land, 1497, across
Atlantic from England north
of Columbus’ route, claimed
land in Canada but his ship
sank
Cortes – Spain; gold, silver, to
conquer natives; 1521; from
Spain to Mexico; conquered
Aztec people
de Leon – Spain, “fountain of
youth,” 1513, from Spain to
Florida, claimed Florida for
Spain
Cartier – France, water passage
across North America, 1534,
from France to Canada,
claimed Newfoundland
and land around the Saint
Lawrence River for France
de Aviles – Spain, to attack
French settlements in Florida,
1564, from Spain to Florida,
founded St. Augustine in
1565 and forced the French
out of the area; also took over
Timucua council house
Hudson – Holland (Dutch),
faster trade route to China,
1609, near Arctic Circle in
icy waters, claimed land in
the New World for Holland;
England, shortcut to Asia,
1610, across Atlantic Ocean
farther north than last journey,
discovers Hudson Bay but his
crew mutinies and leaves him
and eight others to die; they
are never seen again.
Assessment Answer Key
1. D
2. G
3. A
4. H
5. B
6. H
7. D
8. G
9. A
10. I
11. Answers will vary.
83
12. Answers may vary, but
can include that the Age of
Discovery changed world
maps for good. European
mapmakers got new
information about the world
from explorers and sailors and
were able to fill in the blank
spaces on their maps. Today’s
maps include a grid system
with lines of longitude and
latitude that makes locating
specific information on a map
easier.
Week 5
Page 4, Mapping and Charting
Check students’ maps and map
keys to make sure the colors
match.
Think & Review Answer Key
1. a direct route to India that
opened spice trade
2.1434
3. near the southern tip of South
America
4. a primary source
5. to gain control of the Aztec
people and their gold; to take
over the land; to conquer
6. He explored the coast of
Africa; he started a school for
navigators and cartographers.
7. Answers will vary.
8. southeast, southwest and
the Mississippi River region
(states - FL, GA, AL, MS,
TX, AZ, NM)
9. the Pacific Ocean
Assessment Answer Key
1. B
2. H
3. A
4. F
5. D
6. H
7. B
continued
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
8. I
9. A
10. G
11. Answers will vary.
12. southeast, southwest and
the Mississippi River region
(states - FL, GA, AL, MS,
TX, AZ, NM)
Week 6
Page 4, Make a Compass
1. Check to make sure students
point correctly.
2. Answers will vary.
3. Answers may include: allowed
sailors to find their way
more easily; let them know
which direction the wind was
blowing; allowed them to
travel without fear of getting
lost.
4. Answers will vary but may
include hiking and other
outdoor activities.
Bonus: Earth’s magnetic field
aligns the needle so it points
toward the magnetic north
pole.
Think & Review Answer Key
1. Sir Francis Drake
2. He and his crew were savage,
stole food, weren’t afraid to
hurt others and acted like
pirates.
3. the entire east coast of North
America and all its fishing
rights
4. cold weather; poor
preparation; lack of food and
supplies; failure to establish
beneficial relationships with
native people
5. They were sick of searching
for the Northwest Passage;
they were cold and starving;
they wanted to go home.
6. to make money for France; to
start good relationships with
native people
7. The 24-hour day starts there;
when crossing from east to
west, travelers lose a day;
when crossing west to east
travelers gain a day.
8. Acadia, in eastern Canada
9. magnetic north
Assessment Answer Key
1. B
2. I
3. A
4. F
5. C
6. I
7. B
8. H
9. A
10. I
11. cold weather; poor
preparation; lack of food and
supplies; failure to establish
beneficial relationships with
native people
12. He and his crew were
savage, stole food, weren’t
afraid to hurt others and acted
like pirates.
Week 7
Wordsworth, Teacher
Supplement
1.E
2.D
3.B
4.A
5.C
6.E
7.A
8.D
9. D
10. E
11. B
12. C
13. E
14. D
84
15. B
16. C
17. A
18. B
19. A
20. E
Think & Review Answer Key
1. Land, Labor and Loot
2. gold; fertile land; raw
materials for shelter; friendly
natives; plenty of food
3. the Columbian Exchange
4. smallpox and dysentery
5. tomatoes; potatoes; corn;
pineapples; sunflowers; chili
peppers; peanuts
6. horses; sheep; pigs; chickens;
cattle
7. poor preparation;
misunderstanding of weather;
poor knowledge of situational
environment; lack of food;
few supplies; inability to
cooperate with natives,
conflict between European
nations
8. to make a bitter, watery drink
9. caravels - ships with multiple
masts and divided sails
10. It was the first international
corporation with trade
routes on several continents;
they paid for one of Henry
Hudson’s voyages to the New
World and claimed the land in
the New York region.
Assessment
1. D
2. H
3. B
4. F
5. B
6. H
7. D
8. F
9. D
10. F
continued
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
11. tomatoes; potatoes; corn;
pineapples; sunflowers; chili
peppers; peanuts
12. caravels - ships with multiple
masts and divided sails
Quarterly Assessment Answer
Key
1. C
2. G
3. D
4. F
5. C
6. H
7. A
8. H
9. D
10.G
11.A
12.I
13.C
14.H
15.D
16.G
17.Atlantic, Pacific, Arctic,
Indian, Southern
18.Answers will vary.
19.Varied answers including
Eastern Woodlands had
longhouses because of many
forests; Southeast tribes
have chickees because of
heat; Plains Indians lived
in teepees because of few
trees and use of large buffalo
hides; Southwest had adobe
and cliff dwellings due to
desert clay and mesas with
steep sides; Great Basin
people lived in caves or huts
due to few trees and constant
movement; Northwest had
wood homes with roofs
because of plentiful trees and
much rain.
20.As there are many diverse
regions of the United States,
so are the people living
there diverse. At one time,
America was described as
a melting pot where each
new group lost its cultural
identities and became like
everyone else. However, as
time has gone on, America
has been likened to a huge
salad bowl with many kinds
and colors of vegetables.
Some of the vegetables are
dark and flavorful; some
are spicy and hot; others
are simple and nutritious.
Regardless of the diverse
kinds of vegetables in the
salad, the salad without the
dressing would be nothing
but a mix of cultures. Pour
the diverse ethnic and
cultural backgrounds from
which we have come into the
mix and presto, it makes us a
flavorful whole
85
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
Week 1
Week 2
Week 3
Week 4
86
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
1st Quarter Answer Keys
Week 5
Week 6
Week 7
87
USA Studies Weekly—Ancient America to Reconstruction
Teacher Supplement
88